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4Rs-Enabled Pedagogy [clear filter]
Wednesday, November 6


Open content facilitated STEM Challenges
STEM Challenges is framework that can be used to describe, disseminate, and instantiate many existing engaging, effective learning activities. STEM Challenges include a (1) rich media description of a real-world discovery, event, or goal (e.g. colonizing mars), (2) a description of a smaller challenge that learners could actually work on, (3) interactive models and other resources for problem solving, (4) a mechanism for sharing and discussing solutions, and (5) extensions to more challenges. A STEM Challenge platform should support cataloging existing good challenges by reference and providing the ability for individuals and groups to "instantiate" the challenges for their contexts, adapt existing challenges, and creating new ones. This session will give examples of how open content and tools such as Open Tapestry can play a key role in enabling the implementation and dissemination of the STEM Challenges.

avatar for Justin Ball

Justin Ball

CTO, Atomic Jolt
I measure my chocolate consumption in pounds.
avatar for Joel Duffin

Joel Duffin

CEO, Atomic Jolt
I'm the CEO of Open Tapestry, a startup focused on helping organizations leverage open education content. Open Tapestry is a platform for online learning that helps you discover, assemble, deploy, and track online learning resources.

Wednesday November 6, 2013 10:45am - 11:10am


Write to Share; Real Remix Realized
Remix is the gold-standard of OER effectiveness, but technical barriers have made it hard to do, even when author-educators want to share their content and reuse and adapt high quality open resources. OERPUB has been working on an open-source editor to support creating rich open textbooks that can be remixed and shared. The editor supports editing mathematics, embedding multimedia, and is supportive of creating content that is accessible to learners with special needs. In addition to creating and testing the editor, we have been studying author behavior and are researching best practices for motivating author-educators to create semantically rich OER that is easy to share and remix. Co-presenter, Siyavula has been creating a full suite of open textbooks, adopted country-wide in South Africa, building a coordinated interactive and personalized practice service, and working with educators to adapt and translate OER.

We will be showing results of using the editor to create open textbooks and adapt and remix existing textbooks from Siyavula and Connexions. Teachers in South Africa are using the editor to create a custom textbook from existing Siyavula OER textbooks combined with teachers personal content, other open textbooks and resources, and rich media. We will be showing multiple versions of the editor used by Siyavula, Connexions, and OERPUB as well as other partners, highlighting the open-source nature and adaptability of the editor.

We will also be reporting on studies of how well authors understand the editor and what motivates them to create well structured documents. We are presenting several different motivations to authors and testing their effect on the content that authors create. This research is attempting to answer the question, which motivations and explanations are better at encouraging educators to create OER that is easier to remix, discover, and repurpose? The results of the research be broadly useful for designing tools for remix and training author-educators.


Wednesday November 6, 2013 11:15am - 11:40am


Studentsourcing OER: Leveraging Next Gen Content Creators
Student-sourced OER is anything that is assembled and put together by students which can be released under creative commons licenses for a particular course.

There are multiple benefits of leveraging students to create OER:
- As they prepare lesson materials, they actually analyze and synthesize the content and engage in using critical thinking skills.
- Teacher lesson prep is reduced, even if the student-created materials need to be refined before they can be used for the course.
- Cooperative learning takes place as collaboration on material helps create much stronger and engaging lessons.
- Certain students generally have the time, energy and technical ability to create materials that are directed at the target demographic - them!

It's much easier to find an OER lesson online, and revise/revamp it to fit standards of curriculum than it is to start from scratch writing curriculum and trying new things in a lesson. Materials created by students are a great starting point when the hunt for quality OER isn?t turning up results that fit perfectly with the standards that need to be taught.

It is important to note that materials that are created by students are not created by subject matter experts. The materials that are created can later be refined by the teacher, and reused and tweaked yearly to fit the growing need of the students for that particular year. However, students who are motivated to make these materials generally have highly-engaged personality types, are already intrinsically motivated in the course and turn in quality work for their projects and assignments.

This presentation will explore successful and not so successful strategies for motivating students to engage in creating OER lesson materials that allow them to leave their legacy in their favorite courses. These ideas include study sessions that generate OER study guides and FAQ databases, utilizing TAs to create OER review presentations and course materials, and even using student modeling on projects that can later be released as OER.

avatar for Ashley Webb

Ashley Webb

Electives Dept Chair & CTE Teacher, Mountain Heights Academy
Ashley Webb is a graduate of Brigham Young University, holding a Bachelor’s degree in Technology and Engineering Education. She holds Utah teaching endorsements in Multimedia, Commercial Art, Commercial Photography, IC3/Computer Technology, & Technology and Engineering Education... Read More →

Wednesday November 6, 2013 11:45am - 12:10pm


Repurposing OER through Learning by Design in Use
Open source software (OSS) projects can provide educators and learners with a good example of collaborative environment where they can contribute to an ongoing creative and investigative process centred on altering the OER in use. In OSS, there is no separation between design time, led by experts who design a complete application, and use time, led by end-users who evolve an artefact to meet unforeseen changes. Furthermore, design in use is inherently a process of learning by design, because interactions among participants and between participants and shared external artefacts provide the opportunity to contribute to design, learn something new, and evolve applications continuously. However, Many OER do not seem to offer users the ability to integrate their personal contexts into the content. This challenge raises the question of how to help educators and learners link design in use and learning by design when unanticipated issues arise from the use of OER. Educators may not have the experience and skills needed to adapt OER in a creative and investigative process. In this respect, it has been noted that educators may lack the time and skills needed to find, evaluate and repurpose resources, and that they need guidance on how to rethink their design processes to make better use of technologies. To address this challenge, I suggest an approach to evolutionary application development (EAD) to provide initial ideas for empowering educators and learners to contribute and participate more actively in the design process. EAD is a type of end-user development, which is defined as a set of methods and techniques that allow non-professional software developers to create or modify a software artifact. The rationale for end-user development rests in the need to organize development activities involving a diversity of users. Users can have different cultural, educational and employment backgrounds, include novices and experienced computer users, and young and mature individuals with different abilities and disabilities. A useful example of EAD is cloning. New components of an application can be developed by cloning an existing component that resembles what designers want to create or modify. An example of cloning applied to OER is the attempt made by the Peer-to-Peer University (P2PU) to provide users with a feature to clone existing courses. Cloning would allow users take a copy of and existing course offered by P2PU and start independent development on it, altering it or creating a new course. Cloning might offer educators and learners opportunities for reusing and re-purposing resources themselves, for example through remixing content from various sources Another useful example is the evolvement of a generic application for graphics drawing into kitchen design. Using tailoring tools built into the drawing application, an end-user can act as developer during use time and use the techniques for accessing, viewing, and modifying the user interface, the design rationale, and the program code of an application. By integrating an easy-to-use builder tool into it, an educational resource can arguably become a playground for alterations, keeping the process open to a wide range of contributions.

avatar for Marisa Ponti

Marisa Ponti

Assistant Professor, University of Gothenburg
I am Assistant Professor in the Division of Learning, Communication and IT, in the Department of Applied Information Technology, University of Gothenburg My current research focuses on the use of technology to enhance new forms of scientific activities involving amateurs, such as... Read More →

Wednesday November 6, 2013 1:15pm - 1:40pm


OER as Content, OER as Pedagogy: Empowering Students as Partners in Learning Using Scholarly Open Access Resources
Lawrence Lessig astutely observed that for all of human history culture was "read-write" where people participated in creation and re-creation. It is 20th century analog technologies "broadcast news and radio, vinyl records" that deliver the anomaly of "efficient consumption, but inefficient amateur production," resulting in a "read only" passive, consuming culture. The Internet has provided a major disruption, relentlessly returning us to our "read-write" roots. So what does this mean for instruction?

In spring 2010 the Business Division at Paradise Valley Community College approached the Buxton Library for assistance to curate open source content that could take the place of costly textbooks. A robust collaboration soon evolved that transcended OER as mere content replacement. In light of Lessig?s insights about the Millennial Generation?s ?read-write? renaissance, this project unleashed a paradigm shift in which students responded to course lectures not with rote memory, but as curators who by researched, evaluated, and mixed relevant digital content into their own ?living textbook.?

This presentation addresses the nuts and bolts of this collaboration that integrated embedded information literacy instruction, proprietary and open access content, Blackboard software, 2.0 tools, and team-based learning into a student-driven model of ?read-write? learning. Working in cooperative based learning groups, students researched relevant and timely information rooted in course lectures and assembled their findings in a wiki-based ?living textbook? replete with images, videos, and peer feedback. Each week student teams presented their findings to the class with instructor comments peppered throughout. Students mastered IBS101 course objectives as well as ancillary 21st Century skills including digital research, peer teaching, public speaking, and team building.

Referring to digital creativity Lessing notes, "This is the life our kids push for. They demand it . . . We can't make them passive again.? Findings from this project affirm the efficacy of OER as a ?read-write? pedagogy where 100% of students strongly agreed or agreed that instructors encouraged critical thinking and problem solving; 95% found content for this course more engaging than a traditional textbook; and, 76% strongly agreed or agreed that information literacy instruction provided by faculty librarians assisted in their creation the ?living textbook?.
Presentation Outline (includes video clips of actual class)

1. Project Background (5 minutes)
2. The Faculty Experience, Reyes Medrano (10 minutes): 30 year veteran instructor shares his transformation in teaching with an OER pedagogy
3. The Faculty Librarian?s Role, Kande Mickelsen and Sheila Afnan-Manns (10 minutes): Nuts and bolts of embedded information literacy instruction and technology platforms utilized
4. The Student Perspective: Video (10 minutes): Prohibitive cost of textbooks, reaching more than one learning style, impact on student engagement
5. Conclusion (15 minutes): Survey findings, success factors, adapting this approach to other courses and academic disciplines, Q&A

Handouts: Lessig article on read-write generation, Oneclick Digital© framework, IBS101 OER LibGuide, IBS101 student handouts on creating a wiki, persistent links, information literacy instruction, etc.


Sheila Afnan-manns

Faculty Librarian, Scottsdale Community College
Information, Digital Culture, Student Success

Wednesday November 6, 2013 1:45pm - 2:10pm


OER for Foreign Language Learning: The Case of Français interactif and Deutsch im Blick
OER for Foreign Language Learning: The Case of Français interactif and Deutsch im Blick

This presentation recounts the development and impact of Français interactif and Deutsch im Blick, two large-scale OER produced by the Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin. COERLL is one of 15 National Foreign Language Resource Centers funded by the US Department of Education. COERLL?s mission is to improve the teaching and learning of foreign languages by producing open resources (OER and best practices) that can be profitably employed in a variety of K-16 settings. More specifically, this presentation focuses on COERLL?s efforts to shift foreign language educators away from the traditional literacy practices associated with print textbooks towards the innovative practices of multimodal discourse associated with digital materials.

The need for pedagogical materials that accurately represent foreign languages has never been greater. And yet, commercial publishers are still wary of including non-standard speech for fear of losing market share. Tired of traditional textbooks that represented an idealized version of the foreign language, COERLL developers videotaped French and German as it is used in real-life situations. These videos formed the basis for Français interactif and Deutsch im Blick. Since the goal of the videos was to capture authentic samples of native and non-native speech, no attempt was made to alter the language. Consequently, both OER accord a place of privilege to bilingual speakers who exhibit a wide range of proficiencies: from balanced bilinguals to so-called ?incipient? bilinguals (i.e., American students learning French or German). Akin to complete, online courses for beginners, Français interactif and Deutsch im Blick are characterized by an innovative development process that included:

? iterations of usability testing and formative evaluation;
? non-standard language varieties ignored by commercial publishers;
? user-generated content from teachers and learners.

Surveys and focus groups revealed that the modular design of Français interactif and Deutsch im Blick presented significant challenges for instructors who were used to a traditional textbook?s linear format and integration of vocabulary, grammar, and thematics. To overcome this problem, all learning objects in each chapter were labeled either by media type (e.g., video, audio, print, Internet link) or by pedagogical category (e.g., vocabulary, phonetics, grammar, culture). In addition to several hours of multimedia content, both OERs feature a printed ?textbook? of activities for the classroom. The textbook is available as a free, downloadable PDF or as a print-on-demand textbook that may be purchased for less than $30. Finally, the OERs? flexible design facilitates the movement between online and offline environments that is the hallmark of blended language learning. Students prepare online content as homework that is recycled and expanded upon in small group classroom activities. Usage statistics show that both OER are in widespread use in high schools and colleges around the world.

avatar for Carl S. Blyth

Carl S. Blyth

Director, Center for Open Educational Resources and Language Learning
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Garin Fons

Projects Manager, Center for Open Educational Resources & Language Learning

Wednesday November 6, 2013 2:30pm - 2:55pm


Open video corpora for language learning: the SpinTX Corpus-to-Classroom project
This presentation will introduce the SpinTX Corpus-to-Classroom project, a collaborative effort among foreign language educators, linguists, and technologists at COERLL and the University of Texas at Austin. The goal of the project is to leverage open video corpora and linguistic data for the development of Open Educational Resources (OER) for language learning. The presentation will discuss the project?s main results to date: (1) a pedagogically-friendly web interface to search a collection of transcribed and annotated video clips from the Spanish in Texas Corpus; (2) tools and templates facilitating the creation of Open Educational Resources (OER) using the corpus; (3) an open source model for developing and adapting video corpora for pedagogical use.

The first result of the project is the launch of the SpinTX video archive, a pedagogically-friendly web interface to an open Spanish language video corpus. The archive currently contains hundreds of openly-licensed videos and transcripts from the Spanish in Texas Corpus, a collection of interviews with Spanish speakers living in Texas. These videos provide authentic samples of the Spanish language that American students are likely to encounter in their everyday lives, thus making them useful as authentic oral texts for the teaching of foreign languages. Each of the videos is accompanied by a complete transcript that has been annotated with thematic, grammatical, functional and metalinguistic information as well as synchronized closed captions. Using SpinTX, educators are able to search and tag the videos for features that match their interests, and share favorite videos in playlists.

The second result is a set of online templates and models for creating Open Educational Resources (OER) using video from the corpus. The presenters will describe the collaboration with educators to develop methodologies for the creation of activities and lessons using authentic video. Moreover, they will describe how educators are reusing and remixing OER developed using the SPinTX materials.

The final result of the project is the development of tools and methodologies for researchers and educators interested in creating or adapting their own video corpora for language learning. The presenters will demonstrate how it is possible to use a combination of open source software and open APIs and to construct a linguistically-annotated video corpus suitable for pedagogical applications. Documentation of development processes and custom open source code is provided through the project development blog and code repository.

Project Links:
Spanish in Texas: http://www.spanishintexas.org
SpinTX Video Archive: http://www.spintx.org
COERLL (Center for Open Educational Resources and Language Learning) http://coerll.utexas.edu

Wednesday November 6, 2013 3:00pm - 3:25pm


Narrative inquiry into K12 teachers' change in classroom practices
According to educational philosopher Dewey (1933) ?we are all knowers who reflect on experience, confront the unknown, make sense of it, and take action?. Johnson & Golombek (2002) argue that teachers? reflections can be viewed as mechanisms for change: as teachers construct their own explanations of teaching, they create knowledge and use that knowledge within the contexts of their classrooms, gradually rethinking their pedagogical practices. Understanding these reflections from the teachers? perspective is important to understand teachers as agents of change.
During the course of the Hewlett-funded OER Research Project and in collaboration with the Flipped Learning Network and Vital Signs, one of Gulf of Maine Research Institute science programs, reflective stories were collected from K12 teachers engaged in reusing, revising, remixing and redistributing open educational resources. In this presentation I explore these narratives as indicators of change in teachers? classroom practices and pedagogies.

Wednesday November 6, 2013 3:30pm - 3:55pm