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Open Badges, Flexible Pedagogies, Hands-On Learning (Slides)

Recently, I had the opportunity to co-facilitate a couple of different sessions with Erin Fields, a librarian at UBC (which continues my ongoing strategy to associate with innovative and passionate people and then integrate myself into their presentations). The first session took place at the CTLT Institute and focused on starting a conversation around how open badges could be used in higher education. My part was a mostly an open badge 101 workshop which built on this overview I had written earlier. The session was also used to help inform the development of a UBC funded project that will be developing a badge infrastructure and framework. More information about that project can be found at http://badges.open.ubc.ca, including a nice write up of the workshop. As a side note, there was also a related workshop which focused more on student perspectives of badges and the full notes of that session are worth checking out.

Anyway, here’s the slides from our session:

Erin and I presented again at ETUG and this time we focused on how to integrate some of the innovative pedagogies found in maker culture into classroom teaching. Rather than focus specifically on the making itself, we tried to trace the embedded practices (which, as Audrey Watters notes, involve such radical themes as small group discussion, collaboration, peer-to-peer learning, experimentation, inquiry, curiosity, and play) with effective learning. Erin weaved in educational theorists like Frerie and Papert, while I focused on some of the emerging practice frameworks like Mike Neary’s work on the Student as Producer Model.

Here are those slides:

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BCopenEd, Creative Commons, Student as Producer

The Media & The Message (Slides)

“What we are teaching and the tools we are teaching it with are in dialogue; how we teach can be an example of what we teach.” – Jon Festinger

I recently had the opportunity to give a talk for the BC Council on Admissions and Transfer‘s Communications and Media Articulation Committee (CAMAC). When I was invited, I was given the rather non-specific topic of online education, copyright, and technology – which, to be honest, delighted me as these three areas are often the holy trifecta of open education. The general thread of my presentation was that:

  • The future of education is not about information transmission but about scaffolding learning and knowledge building around information
  • Open licenses (such as Creative Commons) provide a simple solution in contrast to the complexity involved in aspects of copyright
  • Open education resource (OER) adoption and creation provide for the ability to build and improve the scaffolding of learning
  • Open approaches are highly effective methods for enabling this learning
  • The alignment of the student as owner of their learning and as collaborators in knowledge creation (e.g. the Student as Producer Model) is dependent on open approaches and open licenses
  • Open technologies and an alignment with the open internet are necessary to enable effective use of both OER and open pedagogies

Most of this I’ve talked about before but enjoyed compiling some independent aspects into a single talk. Here are the slides from the presentation:

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BCopenEd, Student as Producer

Case Studies on the Student as Producer (Slides)

“In the end, an essay or an exam is an instance of busywork: usually written in haste; for one particular reader, the professor; and thereafter discarded.” – Jon Beasley-Murray, from Was introducing Wikipedia to the classroom an act of madness leading only to mayhem if not murder?

Novak and I recently had the opportunity to present at ETUG’s Fall Workshop on the topic of “Case Studies for Students as Producers.” In the Student as Producer model, as Derek Bruff has eloquently distilled from Mike Neary’s conceptualization: “students should move from being the object of the educational process to its subject. Students should not be merely consumers of knowledge but producers, engaged in meaningful, generative work alongside the university’s faculty”.

This idea of positioning student work as as a collaborative and valuable resource alongside that of faculty members is an important driver of uptake for some the tools and technologies, such as UBC Blogs and the UBC Wiki, that support open education initiatives. Here are a couple of the amazing open projects working using these tools to support students as producers:

  • Some instructors in the Arts One program are asking their students to critique or analyze readings and lectures on blogs. The use of blogs takes the writings out of a closed loop with only the instructor reading and responding to a student’s work. Instead, the students are sharing their critiques and thoughts openly on the internet, where they are contributing to the scholarly conversation of classic texts of the past two millennia. Furthermore, the student blog posts are syndicated via rss to the Arts One Open site, where the student content appears along side the instructor content, creating a rich and robust extension of the course. Clicking on any given tag, such as Borges, gives amazing and growing archive of online lectures, podcasts, essays, and critiques. Finally, since the students are blogging on their own personal blogs, they control their content, which they can delete, edit, or move to a new space at will.
  • Similarly, in LAW423B: Video Game Law, students can author directly on the public facing course website, allowing them to create and post content along side the instructor. This content is not just limited to the student and instructor, but is on an open website that is quickly becoming a highly trafficked and widely-read resource about a specific topic. Thus, students are sharing their work and being read by leaders in the video game law community.
  • Students in FNH200 are asked to author collaborative open wiki and video projects, thus students are not only sharing their work with instructor, each other, and, well, the world, but also future students who will take the course. This is important because, as it turns out, current and past students are setting the bar for the quality of future projects. The quality of the student work is being elevated as students are able to review and reference previous years projects, build upon them, and develop what is effectively an open knowledge base on food science (and their work is being incorporated into he course).

And here’s our slides for our presentation:

We broke pretty much every rule there is about using slides effectively in a presentation (bad design, low colour contrast, mismatched fonts on walls of text, etc) but I’m going to position that strategy as intentional effort to highlight the artistry of the projects we’ve been fortunate to witness and support in one way or another.

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