Open educational practices
Rationale: The move towards ‘openness’ in education has accelerated in recent years with a number of high profile institutional initiatives such as the MIT OpenCourseware project and there is now a growing body of Open Educational Resources (OERs) and Open Educational Practices (OEP) offered by a number of institutions around the globe which not only give access to free educational courseware, such as images, video, audio and other assets to educators and learners worldwide, without an accompanying need to pay royalties or licence fees but also provide opportunities for open access participation and learning in course settings via for example Massive Open Online Courses (MOOC) which often attract large numbers of participants. The OER and OEP have emerged as a concept with great potential to support educational transformation as well as provide extended opportunities for learning in non-formal settings. This unit explores the benefits and challenges of openness in education and learning more generally and looks at ways in which educators and learners can harness and benefit from a plethora of open opportunities to engage and re-engage in learning but also to explore how OER and OEP can be re-purposed, adapted and contextualised for specific learning and teaching situations.
Intended learning outcomes
By the end of this unit, you will have had the opportunity to
- critically discuss open educational practices and open educational resources
- critically reflect on open educational resources and open practices in your own practice
- critically review in PBL groups open features of the chosen activity/resource
Activities/tasks for all learners
- Google + FDOL132 community
Discuss aspects of Open educational practices in your professional context with peers and comment on each other’s’ contributions. Please use the category “unit 6: open educational practices” for these discussions,
You are encouraged to continue to use your Twitter account. If you would like to it would be interesting if you tweet about your experience from the FDOL course. Please find peers on FDOL and follow them, and comment on tweets by others if you would like to. There are no requirements to tweet and/or comment, however you are encouraged and for those of you who are new on Twitter the idea of Twitter in the FDOL course is that your use will increase during the FDOL journey as you become more familiar with it. Remember to use the hashtag #fdol132 when tweeting.
- Reflecting through images
Have a look at the image below and think about in the context of this unit. Then reflect on your experiences as a learner/teacher. Have you felt like this before in a learning situation? What did this mean for your learning/teaching.
“On my own… What needs to happen so that the un-engaged in learning take advantage of open course and re-engage with learning?”
- Food for thought activity (optional)Learning in collaboration and in communities with Fred Garnett: Please watch the episode and answer Fred’s question in the FDOL132 community category unit 6.
Additional activities/tasks for learners within PBL group
- Continue working together on your activity considering open educational features. Remember to use COOL FISh. Remember also that this is the last unit where a new theme is introduced. You will have the opportunity to share your experience and learning from the whole course in unit 7, which is our last unit.
- At the end of Unit 6 share your main findings in the FDOL132 community using the Category Unit 6 section. Consider creating a Google doc, a video, a cartoon or any other more creative representation of your findings and invite the FDOL132 community to provide feedback on your work. Please note, overall findings from all PBL activities will be shared in Unit 7.
- Reflect individually and in your PBL groups on your learning and share with the wider FDOL community.
Reflective post in unit 6
- Opening up my practice: Reflect on your current practice and identify how you could provide opportunities to your students to connect with individuals, groups and resources beyond the course, module, programme boundaries. How could you open-up your practice? What would be the benefits and challenges?
- Capture your reflections in your portfolio/personal learning space. Use relevant literature. Remember to add the hashtag #FDOL132 and @openfdol to your title if you want to share through Twitter (suggested: 400-600 words or equivalent)
- Share the link to your portfolio/personal learning space and invite others to comment.
- Comment on reflections made by others.
|suggested readings1. Using Online Technologies to Extend a Classroom to Learners at a Distance, by John L. Hilton III, Charles Graham, Peter Rich and David Wiley, available here2. Collaborative Environments to Foster Creativity, Reuse and Sharing of OER by Paolo Tosato and Gianluigi Bodi, available here
3. Digital resilience in higher education by Martin Weller and Terry Anderson, available here
4. A pedagogy of abundance or a pedagogy to support human beings? Participant support on Massive Open Online Courses, by Rita Kop et al., available here
FDOL diigo group at http://groups.diigo.com/group/fdol-resources
Thursday 21 November, 9.30-10.30am UK time/10.30-11.30am Swedish time, find your local time
with Simon Thomson, Head of e-learning at Leeds Metropolitan University (UK) who will discuss open educational practice with us.
Consider following Simon on Twitter too (@digisim).
To access the recording with Simon, use the following link