6 Wiley and Hilton, “Defining OER-Enabled Pedagogy” (6/18) -- Online Learning Toolbox

6 Wiley and Hilton, “Defining OER-Enabled Pedagogy” Reference Background Open pedagogy has been used in many different ways over the years in research, recently it has become associated with Open Educational Resources (OER). These different definitions make it difficult to conduct research on the topic of open pedagogy. This article focuses on defining OER and gives criteria for how to evaluate it. One key goal of OER is to create renewable assignments and move away from traditional disposable technology. The Open Educational Quality Initiative (OPAL; 2011) define open educational practices as “a set of activities around instructional design and implementation of events and process intended to support learning. They also include the creation, use and repurposing of Open Educational Resources (OER) and their adaptation to the contextual setting. Key points - The “open” in open educational resources indicates that these materials are licensed with copyright licenses that provide permission for everyone to participate in the 5R activities - Retain—the right to make, own, and control copies of the content (e.g., download, duplicate, store, and manage). - Reuse—the right to use the content in a wide range of ways (e.g., In a class, in a study group, on a website, in a video). - Revise—the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language). - Remix—the right to combine the original or revised content with other material to create something new. (e.g., incorporate the content into a mashup). - Redistribute—the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend). - The following four questions are asked to ensure OER enabled pedagogy. This article uses it as an evaluation tool across multiple assignments in different field of study. - There have been four questions created to evaluate assignments. These questions are used throughout the paper as methodology for evaluating four different areas of learning’s assignments. - - Are students asked to create new artifacts (essays, poems, videos, songs, etc.) or revise/remix existing OER? - Does the new artifact have value beyond supporting the learning of its author? - Are students invited to publicly share their new artifacts or revised/remixed OER? - Are students invited to openly license their new artifacts or revised/remixed OER? - These questions prove to work well for educators to create meaningful and OER enabled assignments. Discussion The historical concept of learning by making goes back in research for quite some time. In soap-sculpture math, Papert (1991) saw that learning “happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity”. Something others can see, review, critique, and value. The example below is from a class titled “Murder, Madness and Mayhem.” Beasley-Murray (n.d.) was teaching a cou