Course description
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Exploring the underlying philosophy of the open resource movement, classes of resources, quality considerations, and implied v. real costs; students will identify quality Open Educational Resources (OER) including a variety of media, software, and platforms for use in their contexts. Participants will investigate platforms and methods for creating and collaborating on OER resource developments. |
course Learning Outcomes
- Demonstrate familiarity with common terms, definitions, and elements related to Open Educational Resources (OERs) and, more generally, Open Education.
- Demonstrate knowledge of the history and foundations of open education, including conflicting viewpoints around the ownership of knowledge, copyright, and copyleft licenses.
- Identify, critically assess, and evaluate existing OERs, OER platforms, and repositories.
- Examine current research around best and emerging practices in OER design, development, and implementation.
- Articulate one’s summary of learning in the course in a multimedia, online format.
- Share course-related learning with members of the course and greater educational community.
- Support the learning of classmate through discussion postings, blog comments, and social sharing activities.
Evidence of Learning #1: A summary of OER Key Learnings
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Final Project summary
Key Learning Outcome(s):
I created an animated video using Powtoons, as a tool to demonstrated my key learning from this course. This artefact represents my perspective on openness through the theoretical construct of Connectivism. The theory of Connectivism informs the pedagogy around open educational resources, and the central aspect of this theory suggest the metaphor of a network with nodes and connections--essentially, viewing learning as the process of creating connections to an large open network of data, information, people, images, etc. Connectivism is positioned as a theory for the digital age, and in-line with use of open educational resources. The second video was created to show the major concepts, key players, and key aspects that I've encountered (hence, learned) throughout my experience in this course. In completing the second task I was able to share the significant learning about OER and why OER matters. As an educator, it is important to share my knowledge of OERs and guide both students (and my peers) in selection of OERs, as well as with issues ownership of knowledge, copyright and copyleft licences.
- Examine current research around best and emerging practices in OER design, development, and implementation.
- Articulate one’s summary of learning in the course in a multimedia, online format.
I created an animated video using Powtoons, as a tool to demonstrated my key learning from this course. This artefact represents my perspective on openness through the theoretical construct of Connectivism. The theory of Connectivism informs the pedagogy around open educational resources, and the central aspect of this theory suggest the metaphor of a network with nodes and connections--essentially, viewing learning as the process of creating connections to an large open network of data, information, people, images, etc. Connectivism is positioned as a theory for the digital age, and in-line with use of open educational resources. The second video was created to show the major concepts, key players, and key aspects that I've encountered (hence, learned) throughout my experience in this course. In completing the second task I was able to share the significant learning about OER and why OER matters. As an educator, it is important to share my knowledge of OERs and guide both students (and my peers) in selection of OERs, as well as with issues ownership of knowledge, copyright and copyleft licences.
Evidence of Learning #2: Contributing to the Learning of others
Contributing in the Learning of Others...
Learning Outcomes Addressed:
More than ever before, educators are sharing, and through sharing we are learning from each other. From my own experience, having a cultivated an online network of peers, I tend to engage in social networks that work for my needs.
Throughout this course, we were expected to share on a variety of social networks, but most specifically on Google+, Twitter, and through this "openness" with one another we were engaged in both professional and personal pursuits; sharing ideas, educational resources with one another and assessing new technologies. We were communicating within these networks; supporting one another and sharing and responding to each others' blog posts.
For this aspect of the course, I've included all my contributions to the shared discourse on Open Education on my Storify page below. I've also included an anecdotal account of how the included artifacts contributed to the learning of others. I included two versions of the shared Storify page, the first is presented in a slideshow format and the second (below) has the same information, but is presented in a linear fashion (in a scrolling format).
- Share course-related learning with members of the course and greater educational community.
- Support the learning of classmate through discussion postings, blog comments, and social sharing activities.
More than ever before, educators are sharing, and through sharing we are learning from each other. From my own experience, having a cultivated an online network of peers, I tend to engage in social networks that work for my needs.
Throughout this course, we were expected to share on a variety of social networks, but most specifically on Google+, Twitter, and through this "openness" with one another we were engaged in both professional and personal pursuits; sharing ideas, educational resources with one another and assessing new technologies. We were communicating within these networks; supporting one another and sharing and responding to each others' blog posts.
For this aspect of the course, I've included all my contributions to the shared discourse on Open Education on my Storify page below. I've also included an anecdotal account of how the included artifacts contributed to the learning of others. I included two versions of the shared Storify page, the first is presented in a slideshow format and the second (below) has the same information, but is presented in a linear fashion (in a scrolling format).