dScribe: the makers of OPEN / September 2009 / OCWC 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 Garin Fons

students know stuff.

students * 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. know stuff. ******

students ^ know stuff. a lot of

cliched stuff games gadgets communication consumption social networking

maybe it isn’t so cliched layeringconnecting sharing remixing

students know stuff. a lot of ^ interesting meaningful valuable useful

driven by: know-how

a passion for learning CC:BY-NC-NDCC:BY-NC-ND kuzeytac (flickr)

a desire to increase access to knowledge CC:BY-NC-NDCC:BY-NC-ND ul_Marga (flickr)

an eagerness to solve real world problems CC: BY-SACC: BY-SA julien_harneis (flickr)

an ability to collaborate and participate CC: BY-NC-SACC: BY-NC-SA tojosan (flickr)

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. *****

we had a passion a desire an eagerness and the ability

so we began to build

two a new model for creating OER/OCW. a new paradigm in teaching and learning. one CC: BY-SACC: BY-SA jfabra (flickr) CC: BY-SACC: BY-SA jfabra (flickr)

opportunity for a new model cost access to faculty scale refresh rate Traditional OCW/OER publication model staff centered retroactive Challenges one CC: BY-SACC: BY-SA jfabra (flickr)

change the existing pedagogy teacher students knowledge learning happens in there somewhere? two CC: BY-SACC: BY-SA jfabra (flickr) CC:BY-NC-NDCC:BY-NC-ND kioko (flickr)

how else can we do this?

convert people OER curriculum materials c into producing OER who are these people?

what about students?

and a team of U-M OER specialists... for use by students, educators and self-learners... Motivated students... collaborate with faculty... to gather, review, edit, and publish course materials... worldwide.

Source: Regents of the University of Michigan

dScribe Publishin g Process roles dScribe2 dScribe instructor faculty transfers course material to dScribe dScribe attends training course led by dScribe2 dScribe identifies & documents potential IP issues Class #1 Agenda: find dScribe for open.michi gan OER team reviews & clears IP issues clear IP BY: Garin Fons, Pieter Kleymeer characters by Ryan Junell dScribe makes necessary edits to course material Class #1 Agenda: find dScribe for open.michi gan faculty reviews material: publish to U-M OER site Class #1 Agenda: find dScribe for open.michi gan publish to OER site faculty & dScribe2 connect: license material as OER faculty & dScribe2 recruit dScribe

dScribe cast of characters dScribeFacultydScribe2

license material That’s easy!

Class #1 Agenda: find dScribe for this course I’ll do it! select a dScribe

copyright open resources dScribe training course fun! decision trees

transfer material Class #1 Agenda: find dScribe for open.michigan

Class #1 Agenda: find dScribe for open.michigan Class #1 Agenda: find dScribe for open.michig an vet material OERca: Content & Decision Management Software

Modeling workflow

Content Processing Class #1 Agenda: find dScribe for open.michig an review material Where does this image come from? OERca: Content & Decision Management Software

Class #1 Agenda: find dScribe for open.michigan edit material

final review Class #1 Agenda: find dScribe for open.michigan Looks good!

publication open.michiga n Class #1 Agenda: find dScribe for open.michig an

create a method that is... : scalable : sustainable : cost effective : enables refresh address main challenges of OCW creation one CC: BY-SACC: BY-SA jfabra (flickr) approach: we could leverage the capacity of institutional technologies and talents we had training in automating and simplifying complex process approach: we could leverage the capacity of institutional technologies and talents we had training in automating and simplifying complex process

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 “dScribes”

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 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 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 dScribe publication model

the classroom is changing two CC: BY-SACC: BY-SA jfabra (flickr) social view of learning & learning 2.0

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) Cartesian perspective assumes that knowledge is a kind of substance and that pedagogy thinks that the best way to transfer this substance is from teachers to students. 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

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) our understanding of content is socially constructed through conversations about that content and through grounded interactions around problems and actions. not “what” but “how” we learn (JSB) 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

learning 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”

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 Not just “learning about” but “learning to be” developing the practices and norms of a the practitioners in a field to acculturate ones self into a culture of practice Not just “learning about” but “learning to be” developing the practices and norms of a the practitioners in a field to acculturate ones self into a culture of practice

is a step in that direction.

students as makers. students as collaborators. students as teachers. sharing the stuff they know. making learning relevant, interesting, meaningful. making open the norm.

e

-> Presentation, poster, and diagram downloads We were made CC:BY Ryan Junell