How do we increase universities support of Professors OER and social network use in teaching Practice?
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This document discusses increasing the use of open educational resources (OER) and social networks in teaching practices. It notes that approximately 70% of UK faculty and 50% of North American faculty use social media, though Canadian statistics are unavailable. The importance of OER use is that faculty can reuse material across courses and adapt it to meet student needs. Social networks are useful tools that align with good pedagogy like collaborative and active learning. However, there is a lack of OER awareness and social network use among instructors as well as lack of university support for these practices. Recommendations are made for overcoming obstacles through faculty training and implementation support from institutions.
How do we increase universities support of Professors OER and social network use in teaching Practice?
- 1. Increasing OER and Social Network use in Teaching Practices Janet Symmons, PhD student University of Victoria
- 2. OER Awareness Allen and Seaman, 2014, p. 11
- 3. Faculty Social Media use on Campus Hand, 2011, para. 9 • Approximately 70% in the UK • Approximately 50% in North America – Canadian faculty figures are not available
- 4. Importance of OER Use • Faculty can – use material created for similar courses – reuse material in several courses • Faculty and leaners can – Adapt the material to meet the needs of course/class/assignment – share new and revised material for other faculty to use
- 5. Importance of SNS Use Conole, 2010, p. 142 SNS offer a rich set of tools to support new forms of communication, sharing and networking The characteristics of Web 2.0 tools (active participation, peer critique, collective intelligence through social aggregation of resources, etc.) align well with what is perceived wisdom on “good pedagogy” (inquiry-based or problem-based learning, dialogic and collaborative learning, constructivism and active engagement
- 6. • Lack of OER awareness by facilitators, instructional designers • Lack of use of SNS by facilitators, instructional designers Problems that Need Solving • Lack of university support of OER and SNS use by faculty • Mythbusting: Web 2.0 promote intellectual laziness & skimming and scanning reading with little analysis
- 7. 20 Minute Group Work • What the obstacles? • Recommendations for faculty, instructional designers, and universities • How could recommendations be implemented? • How would you create buy-in?
- 8. References Allen, I. E. and Seaman, J. (2014). Opening the curriculum: Open educational resources in U.S. higher education, 2014. Retrieved from http://www.onlinelearningsurvey.com/oer.html Conole, G. (2010). Facilitating new forms of discourse for learning and teaching: harnessing the power of Web 2.0 practices. Open Learning: The Journal of Open, Distance, and eLearning, 25(2), 141-151. doi: 10.1080/02680511003787438 Hand, M. (2011, October 23). Canada: Social media on campus and its discontents. University World News. Retrieved from http://www.universityworldnews.com/article.php?story=20111021215650409 McKinnon, M. (2015) 2015 Canadian social media usage statistics. Retrieved from http://canadiansinternet.com/2015-canadian-social-media-usage-statistics