#aboerjc Sept 8 @ 7pm MDT. Join @Cambrian_Jess to discuss Wiley and Hilton III’s 2018 article Defining OER-Enabled Pedagogy. The International Review of Research in Open and Distributed Learning, 19(4). https://doi.org/10.19173/irrodl.v19i4.3601

Hello and thank you for your interest in the Alberta OER Journal Club. I’m Jess O’Reilly, and I have the honour of facilitating this first Twitter chat of the 2020 academic year. I invite you to explore David Wiley and John Wilton’s 2018 article Defining OER-Enabled Pedagogy with us this evening.

Inviting learners to participate in renewable assignment projects based on the principles of OER-Enabled Pedagogy (OER-EP) has become a cornerstone of both my teaching practice and my ongoing doctoral research. Over the past several semesters, I have been inviting learners to participate in renewable assignment projects based on the principles of OER-EP. On the whole, their reactions have been quite positive, and their choices highly varied. Some learners are enthusiastic about publicly sharing their work, while others are happy to share under an alias. Others do not wish to contribute their work to the Commons. Some learners choose to apply open licenses to their publications, and others don’t. The choices are highly individual and contextual – and that’s okay.

As we start an academic year that has been touched by the pandemic in so many ways, I’d like to return to the concept of renewable assignments, viewed through a “in the thick of COVID-19” lens. While my doctoral research focuses on learner perceptions of OER-EP, this evening I would like to focus our conversation on you – the practitioners, researchers, OER advocates, skeptics. Thank you in advance for your critical engagement and shared insights.  – Jess

QUESTIONS:

Q1: Welcome to #ABOERJC for Tuesday, September 8, 2020! Please introduce yourself and share your general impression of the Wiley and Hilton (2018) article Defining OER-Enabled Pedagogy in a GIF.

Q2: The pandemic has presented myriad challenges to teaching and learning, underscoring the urgent need for universal access to resources such as OER. In what ways have you observed (or not observed) practitioners engaging with OER and open practices in this unprecedented time?

Q3: Can you share any examples of renewable assignments, “soap-sculpture math” or other forms of constructionist / constructivist learning from your own contexts?

Q4: How might the pandemic impact educators’ ability to facilitate renewable assignments and OER-EP learning opportunities over the coming academic year(s)?

Q5: Please share your reactions to the excerpt below (from p. 144). If faculty are more likely to adopt OER-EP if they can engage with powerful examples, what can institutions, practitioners, learning designers, and advocates do better to support open practices beyond OER adoption?

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