dScribe: The makers of OPEN
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The document discusses the evolving role of students in education, emphasizing their contributions as collaborators and creators of Open Educational Resources (OER). It critiques traditional educational models and proposes a new paradigm that leverages motivated students to engage in the development, review, and publication of course materials. The aim is to enhance access to knowledge while fostering meaningful learning experiences through collaboration and participation.
dScribe: The makers of OPEN
- 1. dScribe: the makers of OPEN / September 2009 / OCWC Garin Fons http://open.umich.edu Except where otherwise noted, this work is available under a Creative Commons Attribution 3.0 License. Copyright 2009 The Regents of the University of Michigan
- 3. * ** *** students know stuff. * students are becoming ever harder to define in traditional ways like, say, someone who shows up to “class”. ** know in ways that are explicit, measurable, quantifiable; but also in ways that are tacit, immeasurable, and, frankly, taken for granted. *** stuff about not only technology and the web, but also about people, practices, potential.
- 4. a lot of ^ students know stuff.
- 6. maybe it isn’t so cliched layering connecting sharing remixing
- 7. a lot of ^ students know stuff. meaningful interesting valuable useful
- 8. know-how driven by:
- 9. a passion for learning CC:BY-NC-ND kuzeytac (flickr)
- 10. a desire to increase access to knowledge CC:BY-NC-ND ul_Marga (flickr)
- 11. an eagerness to solve real world problems CC: BY-SA julien_harneis (flickr)
- 12. an ability to collaborate and participate CC: BY-NC-SA tojosan (flickr)
- 13. * ** *** we knew stuff. * we were a group of grad students and a faculty member at U-M ** knew less than we know now, but that might have been ok *** stuff about Creative Commons, some programming, web 2.0, sharing, etc.
- 14. a passion a desire we had an eagerness and the ability
- 15. so we began to build
- 16. one two CC: BY-SA jfabra (flickr) CC: BY-SA jfabra (flickr) a new model for a new paradigm in creating OER/OCW. teaching and learning.
- 17. one opportunity for a new model CC: BY-SA jfabra (flickr) Traditional OCW/OER Challenges publication model • cost • staff centered • access to faculty • retroactive • scale • refresh rate
- 18. two change the existing pedagogy CC: BY-SA jfabra (flickr) students teacher learning happens in there somewhere? knowledge CC:BY-NC-ND kioko (flickr)
- 19. how else can we do this?
- 20. producing OER c curriculum people convert into OER materials who are these people?
- 24. Motivated students... collaborate with faculty...
- 25. Motivated students... collaborate with faculty... and a team of U-M OER specialists...
- 26. Motivated students... collaborate with faculty... and a team of U-M OER specialists... to gather, review, edit, and publish course materials...
- 27. Motivated students... collaborate with faculty... and a team of U-M OER specialists... to gather, review, edit, and publish course materials... for use by students, educators and self-learners...
- 28. Motivated students... collaborate with faculty... and a team of U-M OER specialists... to gather, review, edit, and publish course materials... for use by students, educators and self-learners... worldwide.
- 29. Source: Regents of the University of Michigan
- 30. faculty & dScribe2 dScribe attends faculty & dScribe2 connect: license training course led recruit dScribe material as OER by dScribe2 publish dScribe to OER site Publishing faculty transfers course material to dScribe Process Class #1 Agenda: Class #1 Agenda: roles faculty reviews material: publish dScribe identifies & documents to U-M OER site potential IP issues dScribe clear IP Class #1 Agenda: dScribe2 dScribe makes necessary edits to OER team reviews & course material clears IP issues instructor BY: Garin Fons, Pieter Kleymeer characters by Ryan Junell
- 31. dScribe cast of characters dScribe Faculty dScribe2
- 32. license material
- 33. license material That’s easy!
- 34. select a dScribe Class #1 Agenda: find dScribe for this course
- 35. select a dScribe I’ll do it! Class #1 Agenda: find dScribe for this course
- 37. dScribe training course decision trees open resources fun! copyright
- 38. transfer material Class #1 Agenda:
- 39. transfer material Class #1 Agenda:
- 40. vet material Class #1 Agenda: find dScribe for open.michigan Class #1 Agenda:
- 41. vet material OERca: Content & Decision Management Software Class #1 Agenda: find dScribe for open.michigan Class #1 Agenda:
- 44. review material Content Processing Class #1 Agenda:
- 45. review material OERca: Content & Decision Management Software Where does this Content Processing image come from? Class #1 Agenda:
- 46. edit material Class #1 Agenda: find dScribe for open.michigan
- 47. edit material Class #1 Agenda: find dScribe for open.michigan
- 48. final review Class #1 Agenda: find dScribe for open.michigan
- 49. final review Looks Class #1 Agenda: find dScribe for open.michigan good!
- 50. publication open.michigan Class #1 Agenda:
- 51. one address main challenges of OCW creation CC: BY-SA jfabra (flickr) create a method that is... : scalable : sustainable : cost effective : enables refresh
- 52. “dScribes” do-it-yourself, digital, distributed motivated students or individuals who: • organize, clear, tag course materials • are familiar with technology and software • learn about intellectual property & copyright • engage with content in new ways
- 53. dScribe publication model benefits to students: • master course content • learn about copyright and copyleft • establish unique connection w/ faculty • potential to get course credit • collaborate w/ other dedicated classmates • make resources available to everyone
- 54. dScribe publication model benefits to faculty: • students in course know best! • establishing unique connection w/ students • quality assurance of materials • obtain user feedback on content >> improve content
- 55. dScribe publication model issues we have noted: • difference between student quality and faculty quality of work • limited expertise in subject area • limited time to devote to OER production • difficult to obtain the right balance of incentives for participation and production
- 56. two social view of learning & learning 2.0 CC: BY-SA jfabra (flickr) the classroom is changing
- 57. a Cartesian view of knowledge and learning :: John Seely Brown and Richard P. Adler : “I think therefore I am” : knowledge as substance & pedagogy as knowledge transfer CC: BY-NC-SA smallestbones (flickr) http://www.flickr.com/photos/jenkim/5535084 http://creativecommons.org/licenses/by-nc-sa/2.0/ See: Brown, John Seely and Richard P. Adler, “Minds on Fire: Open Education, the Long Tail, and Learning 2.0” Educause Review, January/February 2008, pages 17 - 32
- 58. the social view of learning - learning 2.0 :: John Seely Brown and Richard P. Adler : “we participate therefore we are” : understanding is socially constructed CC: BY-NC berbercarpet (flickr) http://www.flickr.com/photos/flickerbulb/1477994596 http://creativecommons.org/licenses/by-sa/2.0/ See: Brown, John Seely and Richard P. Adler, “Minds on Fire: Open Education, the Long Tail, and Learning 2.0” Educause Review, January/February 2008, pages 17 - 32
- 59. learning 2.0 - characteristics :: connected : students, staff, & faculty :: global audience : facebook, slideshare, YouTube :: participatory : commenting as part of assignments :: project based learning : authentic assessments and real clients :: technology as a mindset, not a skill : blogs, wikis, multimedia, social networking : collaborative virtual spaces : permanent records of work and conversations more here in Kim Cofino’s presentation - “The 21st Century Classroom” http://www.slideshare.net/mscofino/the-21st-century-classroom
- 60. a summary :: sharing as the norm :: learning is more about how than what :: participation and collaboration are key a proposition :: learning how to be open is essential to engaging in social learning and learning 2.0
- 61. is a step in that direction.
- 62. students as makers. students as collaborators. students as teachers. sharing the stuff they know. making learning relevant, interesting, meaningful. making open the norm.
- 64. https://open.umich.edu/wiki/ -> Presentation, poster, and diagram downloads
- 65. We were made CC:BY Ryan Junell https://open.umich.edu/wiki/ -> Presentation, poster, and diagram downloads
Editor's Notes
- #21: How does anyone do this? this is not magic. it’s effort that requires people like you, but it rewards itself.