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Open Pedagogy: Effective Teaching with OpenEd

This article explores the effectiveness of OpenCourseWare (OCW) and the knowledge and skills needed by learners and teachers to make effective use of OCW content. It also discusses the importance of deep learning and the role of metacognitive approaches in instruction.

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Open Pedagogy: Effective Teaching with OpenEd

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  1. Open Pedagogy: Bringing Effective Teaching into the OpenEd Mix Sean Fox SERC http://serc.carleton.edu SERC and its partners are grateful for the funding they have received from NSF to support this work: through NSDL (DUE-0226243 & DUE-0532768) as well as through DUE-0127310, DUE-0127141, DUE-0127257, DUE-0127018, GEO-0614926, GEO-0614570, and GEO-0614393.

  2. Some Questions • Do OCW courses capture the elements of face-to-face courses that make those f2f courses effective? • What sorts of knowledge/skills do learners/teachers need to have to make effective use of OCW content? What do we mean by effective?

  3. Effective Learning: The Simple Model • Learning/Teaching involves pouring facts into minds. • Make facts available to everyone. • Problem Solved.

  4. But if we want deep learning… To develop competence in an area of inquiry, students must: (a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c) organize knowledge in ways that facilitate retrieval and application. Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom. A "metacognitive" approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them. How People Learn: Bridging Research and Practice http://www.nap.edu/catalog.php?record_id=9457

  5. We’d like to promote teaching and learning practices that are informed by what we know about how people learn from recent work in cognitive science and from classroom best practices. Some examples: http://serc.carleton.edu/sencer/backgrounders/implications.html http://serc.carleton.edu/NAGTWorkshops/careerprep/teaching/learning.html

  6. About SERC • An office of Carleton College, Grant-Funded • Largely Nationally-Focused Projects • Faculty Professional Development • (Multi) Disciplinary approaches • Core Strategy: Tie face-to-face (or virtual) events and programs to the creation of web resources http://serc.carleton.edu

  7. Pedagogic Modulesan introduction to an effective engaging teaching technique 5-10 pages describing:WhatDescription of how the technique works. WhyEvidence about its effectiveness and when it’s appropriate. HowMaking it happen. Doing it well. Resources and References An entree into the literature Example Activities Taken from real classrooms

  8. ActivitySheetsA one-page description of a teaching activity that includes links and downloadable materials Title Authors/Institutions Summary Description Learning Goals Context for Use Description and Teaching Materials Teaching Notes Assessment Resources and References

  9. Starting Point: Teaching Introductory Geoscience http://serc.carleton.edu/introgeo How do we reuse this approach/information in other contexts while retaining the contextuality that drives user interest?

  10. Digital Libraries Institutional Partners Education Projects Partnerships

  11. Provides a view into the sum of the collection from the partner projects: 38+ Teaching Methods 750+ Activities Research on Learning Bibliography http://serc.carleton.edu/sp/

  12. Cloning Make the same pedagogic content available ‘in’ other sites with a customized set of activities for that community.

  13. How might an OCW take advantage of the service? • Just link to relevant material • Just make a link • Metadata driven links in appropriate places • Have version customized for your site • Write a pedagogic module • Teaching with OCW resources? • Effective Online Teaching? • Learning Independently with OER/OCW Resources? • Integrate activity capture with OCW course capture with local professional development efforts

  14. Broader Lessons Learned • Faculty mine materials for Ideas and Resources: Adapt not Adopt • Making explicit why you choose to structure an activity in a particular way is as important as showing what you did. • Faculty rely on peers for information about teaching • Faculty view ‘how to teach’ through a lens of ‘what content am I teaching’ • Sharing what you do can be a professional development process

  15. Back to Our Questions • Do OCW courses capture the elements of face-to-face courses that make those f2f courses effective? • What sorts of knowledge/skills do learners/teachers need to have to make effective use of OCW content?

  16. Pick a topic • Capturing courses beyond the lecture and artifacts • Engaging the “best” faculty and not just early adopters • Moving face to face courses to online pedagogy • Supporting pedagogically effective reuse. Not just technical/legal remixing. • Explicit support for ‘how to use’ for learners and teachers • Something else that you think is more important Current good examples/best practices/solutions Future good examples/best practices/solutions

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