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Rhianna Rogers, Assistant Professor, Empire State College

Dr. Rhianna Rogers, Assistant Professor of Cultural

Studies, Empire State College

Open SUNY Fellow Role: Innovator and/ or

Researcher

Topic: Fostering Creativity in Learning: How to

Effectively Incorporate OERs into Assignments

Part I: What are OERs: How to Connect Theory and

Methods

Theme: Research & Innovation

COTE NOTE: http://bit.ly/cotenoteoertheory

COTE Community Speaker Series: Fellow Chats

Welcome to today’s presentation:

Fostering Creativity in Learning:

How to Effectively Incorporate OERs into Assignments

Part I

Dr. Rhianna C. Rogers, Empire State College

What are Open Educational Resources

(OER)? • High quality educational content and tools

• Freely available from the Internet, anytime, anywhere

• All languages

• Shared

• Usable and reusable

Why don’t more academics use OERs? • Some notes from The Guardian 2011

article: Talk point: Why don't more academics use open educational resources?

• Happy to create but fear how they are being used (Licensing and Copyright Issues)

• Feel loss of creativity and uniqueness (my class, my assignments)

• Lack of quality controls

• Don’t understand the parameters (course objectives and theoretical framework) used to develop the OERs

The Value of Reuse Report by Marion Manton and Dave White of Oxford uses an iceberg analogy of visible and invisible use of OERs.

How can we address this issue?

• Understand the Purpose of OERs

– “The pursuit of global knowledge (and OERs) is not owned by universities. Wikipedia, Slideshare, YouTube, Twitter, Delicious have all seen a blossoming of thoughtful quality input from a huge range of sources. The role that academics play in this open content space is only one type of contribution. Learners contribute too. But so do millions who are outside of formal education.”

• Written in Blog post titled The OER Turn by Amber Thomas

Strategies for making OERs successful • Some notes from The Listening to

Impact Project blog post: Feedback received by Academics

• Understand the reasons for OER use

• Develop assessment tools and/or adopt rubrics to assess OERs

• Determine the Purpose, Audience, Outcomes, and Impact of OERs on course

• An Example: PIE Model

The Pie Model is taken from Newby, T. J., Stepich, D. A., Lehman, J. D., & Russell, J. D. (2000). Educational Technology for Teaching and Learning (2nd ed.) Upper Saddle River, NJ: Merrill/Prentice-Hall

Instructional Development PIE Model (Newby, Stepich, Lehman

& Russell)

Plan

Implement

Evaluate

Pieces of the PIE: Step 1 - Plan

• A (in blue) is the PLAN. • Create an outline and/or lesson

plan that incorporates the learner's knowledge, basic to advanced.

The Pie Model is taken from Newby, T. J., Stepich, D. A., Lehman, J. D., & Russell, J. D. (2000). Educational Technology for Teaching and Learning (2nd ed.) Upper Saddle River, NJ: Merrill/Prentice-Hall

Instructional Development PIE Model (Newby, Stepich, Lehman

& Russell)

Plan

Implement

Evaluate

Pieces of the PIE: Step 2 - Implement

• B (in red) is to IMPLEMENT • Create an action plan so learners

will understand when, where, what and how they will learn and what the objectives of the lesson plan are so they can anticipate what they will learn.

The Pie Model is taken from Newby, T. J., Stepich, D. A., Lehman, J. D., & Russell, J. D. (2000). Educational Technology for Teaching and Learning (2nd ed.) Upper Saddle River, NJ: Merrill/Prentice-Hall

Instructional Development PIE Model (Newby, Stepich, Lehman

& Russell)

Plan

Implement

Evaluate

Pieces of the PIE: Step 3 - Evaluate • C (in green) is to EVALUATE.

• To evaluate means that during and following the learning activity, performing an assessment of how effective the materials and delivery of the instruction has been is critical at determining if learning goals and objectives have been met, and if improvements or enhancements are needed now or in the future.

The Pie Model is taken from Newby, T. J., Stepich, D. A., Lehman, J. D., & Russell, J. D. (2000). Educational Technology for Teaching and Learning (2nd ed.) Upper Saddle River, NJ: Merrill/Prentice-Hall

Instructional Development PIE Model (Newby, Stepich, Lehman

& Russell)

Plan

Implement

Evaluate

Strategies for Effective Use of

OERS:

A PIE Example

• Spring 2013-The International Immigration Experiment (Patrice Torcivia and Lorette Calix’s IIT Grant on Virtual Term Abroads) – Based on Prof. Lorette Calix and Patrice Torcivia’s Grant parameters, Prof. John

DeLuca and I created an Immigration assignment based on a OER Blog assignment developed by Dr. Irina Gendelman and Dr. Nathalie Kuroiwa-Lewis.

– Students from my CDL course First Peoples of North American and John DeLuca’s course American Immigration: A Love/Hate Relationship were asked to use this grant based assignment

– See Immigration Assignment (notice the implementation of the PIE model) Here

Other Approaches? Using the DAURAS approach

• Shortcoming of the PIE approach

• Misses the reason why scholars aren’t using OERs

• E.g., Copyright, creativity, and vetting, quality

• DAURAS approach (i.e., development,

application, use, reuse, assessment, and sharing).

• Develop = Plan • Apply = Implement • Use/Reuse • Assess = Evaluate • Sharing

Develop

Apply

Use Reuse

Assess

Sharing

The DAURAS Approach

Strategies for Effective Use of

OERS:

A DAURAS Example

• AY 2011-2012- The Photosynth Project: A Cross College Collaboration between SUNY Empire State College and Niagara University (Project PIs: Nathan Whitley Grassi and Rhianna C. Rogers)

• Reused Joan M. Mazur’s application of the Conversation Analysis approach, to develop

an assignment using the technology platform Microsoft Photosynth

• Our purpose was to to observe the effectiveness of integrated technologies in project based learning at the college level.

• Students at Niagara University and SUNY Empire State College developed Photosynths, individually and collectively to analyze material objects.

• We developed a lesson plan which included mini-lectures, the use of online web software, digital cameras, and collaborative learning.

Insert Screen Capture of Photosynth Website

How can I do this on my own? A few Suggestions

• Adopt a framework (PIE, DAURUS or something like it) to develop, use, or reuse, OERs effectively in your curriculum development

• Learn to evaluate and vet OERs

– Achieve.org document Rubrics for Evaluating Open Educational Resource (OER) Objects http://www.achieve.org/files/AchieveOERRubrics.pdf

– Temoa Info document Rubrics for Evaluating Open Educational Resource (OER) Objects http://www.temoa.info/sites/default/files/OER_Rubrics_0.pdf

• Consult others in the OER community about effective strategies

Thank you!

Questions?

Dr. Rhianna C. Rogers’ recent work http://commons.esc.edu/rhiannarogers/blended-learning/

Email additional questions to Rhianna.Rogers@esc.edu

Thank You!

Join the SUNY Learning Commons

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Submit a Proposal:

http://bit.ly/COTEproposal

Next Fellow Chat Dr. Rhianna Rogers, Assistant Professor of Cultural

Studies, Empire State College

Open SUNY Fellow Role: Innovator and/ or

Researcher

Topic: Fostering Creativity in Learning: How to

Effectively Incorporate OERs into Assignments

Part II: "What are OERs: Practical Examples of

OERs"

Date: Thursday, August 14, 2014 – Noon

Theme: Research & Innovation

COTE NOTE: http://bit.ly/cotenoteoerexamples