Rianne's EDCI 339 Blog

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#4 Sharing Resources and Practicing “Open”

This week, the topic of OER-enabled pedagogy was introduced. I have never heard of this term until now. It is Open Educational Resource- enabled pedagogy which is teaching and learning practices regarding the 5R’s (Retain, reuse, revise, remix and redistribute).Wiley and Hilton (2018) introduce a test to determine OER-enabled pedagogy qualifications. The quick survey is a great way to discover whether ones work can be labelled as OER-enabled pedagogy. At first, the survey did not make sense to me. After re-reading parts of the article I was able to apply it to my own work.

I will use the recent Digital Equity & Perspective Pod project to answer the following questions from Wiley and Hilton’s (2018) OER-enabled pedagogy test.

1. Are  students  asked  to  create  new  artifacts  (essays, poems,  videos,  songs,  etc.)  or  revise  /  remix existing OER?

Yes, my learning pod was asked to create a persona character. We mixed character traits to create this new persona.

1. Does the new artifact have value beyond supporting the learning of its author?

Yes. There is valuable information for those in the teaching field. Our projected elaborated on open, diverse and face to face learning. This can guide future teachers on how they would like to teach.

1. Are students invited to publicly share their new artifacts or revised / remixed OER?

Yes. We were asked to share our project to our blogs which are public.

1. Are students invited to openly license their new artifacts or revised / remixed OER?

Yes. Our blogs are open to the public.

Our pod project is an example of OER-enabled pedagogy. We were able to use other resources to create the project. We used our own learnings from different topics to complete the project. After posting the project to an open blog, others can read and hopefully learn from our ideas and work.

I will re-do the test using a different class. In Indigenous studies 101, we were asked to create a solidarity project and write an essay about it.

1. Are  students  asked  to  create  new  artifacts  (essays, poems,  videos,  songs,  etc.)  or  revise  /  remix existing OER?

Yes, we were asked to find outside resources to explore our own ideas. This was in an essay form.

1. Does the new artifact have value beyond supporting the learning of its author?

No. The essay was not shown to anyone but the professor. I learnt a lot from this essay, but no one else will.

1. Are students invited to publicly share their new artifacts or revised / remixed OER?

No. I was not asked to share to the public

1. Are students invited to openly license their new artifacts or revised / remixed OER?

No. I was not invited to share my findings to an open license site.

Thus, this is not an example of OER-enabled pedagogy. I learned for myself, but I did not teach anyone the information I learned. As mentioned in Kiana’s blog, the feeling of useless work is often embedded in students minds.

One question that crossed my mind is how can teachers incorporate OER-enabled pedagogy into primary school-aged education. Children at a young age should not be on social media or communicating using the internet. However, using OER-enabled pedagogy helps students understand the material better. The student learns about a topic, then has to explain it in a way that teaches someone else. This means the student must understand what he/she learned in order to teach someone else. Thus, the student would master the learning by being able to teach it to someone else. This is a great way for students to learn and test their understanding. With younger children, the teacher could use the same idea with learning then teaching but eliminate the public part. For example, students can simply teach a classmate or the teacher. After the student learns something, he/she can try to teach it to another student who does not know the information. This activity could be in class or with another class (like their Buddies). Overall, there is a way to apply OER-enabled pedagogy to primary aged students. 

References

Wiley, D. & Hilton, J. (2018). Defining OER-enabled Pedagogy. International Review of Research in Open and Distance Learning, 19(4).

My first learning outcome from EDCI 339 was knowing the difference between open and distributed learning. After understanding the differences, I was able to speculate and apply the terms to what they mean. For example, I know that our Mattermost group chat, Brightspaces, and Ryan’s website is considered distributed learning. This is because not everyone has access to  these websites. On the other hand, Open learning is public and anyone with Wi-Fi connection has access to. To elaborate on this learning outcome, my Pod Project members and I discussed pros and cons within distributed and open learning. The discussion helped me understand the terms and I was able to apply it to our persona. We created an international student who was unable to live in Victoria due to Covid-19. We examined how distributed learning was ideal for her learning situation. Moreover, we talked about how she was able to have an online environment with Zoom, Blackboard, Mattermost and other learning management systems via introducing each other or commenting on others’ work (Vaughan et. al., 2013, p. 28). Overall, creating the persona with my pod members helped me reach this learning outcome of distributed learning and open learning.

Moreover, I did not understand MOOC from doing the reading. I decided to write about the timing of classes instead (Link below).

#2 History and Content of Distributed and Open Learning

I was a bit confused by Major’s (2015) article. I did not understand the difference between MOOC, open, and distributed learning. Luckily, some of my pod members did understand. After reading https://emilytrelford.opened.ca/topic-2-discussion/ I was able to understand more about MOOC. Then, I was able to apply my learning and elaborate on Emily’s post and Kiana’s comment.

From these comments, I realized that the difference between distributed learning and MOOC is the money and credits. MOOC may have the same information as distributed learning, but since it is free, the learner does not receive credits.

In addition, I was informed about the alarming of “inappropriate” material (Gillard & Culik, 2019), which shows that teachers and professors can watch what students are doing on the computer. 

#3 Equity and Access

This was the biggest learning outcome for me. I was shocked when I read this article.

I was curious to see what my pod members thought about it.      

Sites like Mattermost and Brightspace do not give much privacy to students. In EDCI 338, our professor asked us not to use other communication methods within our groups. This is because he wanted to see who was engaging and communicating with in the group. Both EDCI classes have privacy concerns as the professor is in the chat. I was happy that Gillard and Culik (2019) article was engaging and allowed me to think about similar concerns. 

In regards to learning management systems, Brightspaces is useful for students and teachers. I discussed in my first blog (link below) that learning management systems should benefit students and teachers equally. However, the information that is shown on Brightspaces about student logins, replies, posts and more eliminates the teacher going through our work. In one of my previous classes, I received %100 for my discussion and participation. Now, I am uncertain if my posts were good or if it was just a check mark for completing the task. This feature benefits the professor but not the students. 

#1 Privacy and Human Centred Learning

The last topic was a bit confusing for me. It was harder for me to elaborate with the material. Luckily, my pod members brought up topics to discuss which helped me understand better. Here is my showcase blog to elaborate more on this topic.

Showcase Blog

Overall, EDCI 339 has allowed me to learn, and teach using OER-enabled pedagogy. I have learned benefits to distributed learning, open learning, and overall learning resources. My pod members helped me understand the material and readings to a deeper level. I can use this information and apply it to my future teaching career. I will use learning management in order to help the students who are unable to attend class. Moreover, all the class material will be on one website, so it is easy to find. This gives students the opportunity to engage in material, take their time, and learn from outside the classroom. I elaborated more about how I will use this class material in my future career in my showcase blog. Thanks for a great class! 

Summary of Learning Outcomes

Showcase Blog

Reference

Boivin, Benjamin. (2020). Lessons learned from the switch to online learning. Keystone Academic Solutions.

Created by: Hannah Rochford, Rianne Yuen, Emily Trelford, Kayla Krug, and Kiana Archibald

In our opinion a distributed online learning environment would be the best fit for Rebekah, as she is an International Student during the Covid-19 pandemic. This type of learning environment is most suitable for Rebekah because she is able to work towards finishing her degree no matter her location, she does not have to find housing during the Victoria housing crisis, online learning often limits the costs of textbooks and transportation, and allows more flexibility in her day to day life. A flexible learning environment is essential for Rebekah for many reasons, one being that she is in need of financial support and she would then be able to keep a part-time job that works around her schedule. With everything in mind, distributed learning allows for more choice, flexibility, and overall success for Rebekah as she is continuing her studies. 

Rebekah considers herself a visual learner and good with technology, this will benefit her if she is able to use online multimodal elements included in a distributed learning environment. The professor would include audio, videos, text, and graphics as part of the lecture material to give students the choice and flexibility of how they choose to learn. In addition to this point, being that English is not Rebekah’s first language, the online format and accessibility of the material gives her the time and resources to translate the necessary elements or phrases she might not understand. Due to the fact that Rebekah is a talented reader and writer, an online learning environment where she is able to express her thoughts through writing will allow her to excel. Online readings and discussions will also be a benefit to her and she will be able to collaborate with peers through reading and replying to their posts.

With distributed online learning, the classes would be asynchronous. In an asynchronous class, material is provided, and students can work at their own pace. Teachers often post pre-recorded lectures that students can watch at any time. This allows students to take their time and have longer to think about their thoughts and understandings (Major, 2015). Being that Rebekah has been diagnosed with ADHD, having the ability to pause and rewind lectures allows her to go at her own pace, take good notes, and understand the material better. This also helps towards flexibility in Rebekah’s studies, because of the different time-zone she resides in, as well as her busy schedule. With distributed learning Rebekah would still be able to make connections with her classmates through zoom calls and other class projects. She would also be able to continue working part time at the restaurant, because with online courses, there is no time commitment to get to and from campus and she can plan her Zoom calls around her work schedule.

Although distributed learning is definitely best suited for Rebekah, we have to keep in mind the lack of in-person connection Rebekah would receive if she continued with an online learning environment. Face to face classes do allow for more in-person relationships to be built with classmates and professors. These connections can help with career opportunities in the future, especially as Rebekah is hoping to live in Victoria. Contrary to this, these connections can be replicated in the online environment with Zoom, Blackboard, Mattermost and other learning management systems via introducing each other or commenting on others’ work (Vaughan et. al., 2013, p. 28). If Rebekah puts in the effort to communicate and collaborate on these types of learning management systems, it will not drastically affect her overall success at making these connections. 

To conclude, distributed online learning allows Rebekah to not only be a learner but a teacher. She is communicating with her peers, sharing ideas, and asking questions. Rebekah is given the opportunity to gain a deeper understanding of the material at hand because of the choice and flexibility she is given with the distributed online learning format. Of course, there are always barriers to online and distributed learning. However, with Rebekah’s persona and learning needs, this distributed learning environment leaves ample room for Rebekah’s academic and personal success. 

References

Kral, I. & Schwab, R.G. (2012). Chapter 4: Design Principles for Indigenous Learning Spaces.

Safe Learning Spaces. Youth, Literacy and New Media in Remote Indigenous Australia.

ANU Press. http://doi.org/10.22459/LS.08.2012

Major, C. H. (2015). Teaching Online – A Guide to Theory, Research, and Practice. Retrieved

from http://ebookcentral.proquest.com/lib/uvic/detail.action?docID=3318874 (pp. 76-108) 

Mays, E. (Ed.). (2017). A guide to making open textbooks with students. Rebus Community.

Vaughan, N. D., Garrison, D. R., & Cleveland-Innes, M. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. AU Press.

	Name: Rebekah Age:18Sex: FemaleCultural Background: Grew up and currently resides in SpainLikes to read and cook, loves to meet new people and make new friends
Education and experience:	First year international student studying Linguistics at the University of Victoria (remotely). She is currently working part time at a restaurant, and tutors elementary aged children in English.
Motivation for study:	Rebekah is extremely intrinsically motivated as she wants to help people and is passionate about learning languages and hoping to get Masters in Speech Therapy.
Technological Competence:	Advanced in technology and knows basic functions of multiple online tools (Zoom, social media, quizlet, Youtube, etc..), Rebekah in her grade 12 year created an inquiry project on the history of phonemics. She chose to take a multimodal approach using a video editing software and powerpoint to present her findings. She is a component in digital literacies especially social media where she keeps up with her friends and family from all over the world.
Goals:	-ESL teacher or Speech therapist (undecided)-Planning on staying in Canada post degree-Familiarize self with multiple languages-Learn more about online learning to incorporate in future career
Obstacles to success:	English is not her first language, needs financial aid due to parents being unable to afford her schooling anymore because of the international tuition costs. This means Rebekah has to work which could lead to less time focused on school, lack of connection with others in Victoria due to COVID-19 pandemic being unable to live in Victoria on campus, making it hard for her to form connections with others. Also due to the pandemic she is residing in Spain so there are different time zones
Unique Assets:	Has access to a computer, wifi and a quiet space. Considers herself a Visual learner, ADHD

Name: Rebekah  Age:18 Sex: Female Cultural Background: Grew up and currently resides in Spain Likes to read and cook, loves to meet new people and make new friends

Created by: Hannah Rochford, Rianne Yuen, Emily Trelford, Kayla Krug, and Kiana Archibald

Persona Characteristic		Face-to-FaceEnvironments	DistributedEnvironments	OpenEnvironments
– English is her second language – Living in Spain, so she will be working remotely – She is a really good reader and writer Covid-19 pandemic -> has to do school remotely – What happens if wifi is slow? – Time zone  – She is in need of financial support -Making connections with others is important, will she be able to do this remotely?		– Must be in person, lacks flexibility- Requires active listening skills – Fast pace – Rebekah has ADHD so may struggle paying attention and taking notes while actively listening to discussions- With COVID-19 and the Victoria housing crisis, Rebekah is unable to live in Victoria and attend classes- Textbooks can be expensive If Rebekah was in Victoria: – Can meet/make class friends – Connect with the professor face to face – Learn to keep up with fast lecture pace- Build career connections in Victoria – Learning is controlled by the professor and institution  (Kral & Schwab, 2012)	– Zoom lessons – Beneficial for International Students for multiple of reasons; they don’t have to pay for housing in the location of the course, they can complete the course on their own time which is beneficial when time zones are involved, and they can still interact with other classmates who are partaking online- Can participate in class from anywhere- Time zone conflict – Easy to rewatch lectures, which allows for students to actively listen and be involved and then go back to take important notes after class- Can communicate with peers in online discussions – Able to connect with peers from the same University- Because she prefers to learn visually, taking classes online can provide her with more visuals – Learning is controlled by the professor and institution (Kral & Schwab, 2012)	– Can look up videos of class material that she does not understand – Most open learning environments use different learning methods like video tutorials, charts, and more – Use quizlet to help study  – With her busy schedule she is able to choose when she can access her work – With not having to buy textbooks and using open ended resources she will save money with tuition and therefore better succeed in her university classes as she can be better prepared (Mays, 2017)

Before this week, I did not know what Open Pedagogy was. After reading the first reading, I have and better understanding what it is. In many of my class, research paper topics were optional. This could lead to many different ideas and thoughts. I was able to research the topic and find outside sources to support my argument. This is an example of Open Pedagogy. In other words, Open Pedagogy is when students engage in open education. This is to allow for students to be the center of their own learning and “democratizing vision for the educational process” (Mays, 2017, p. 10).  Students may be more engaged with their learning when they are given more freedom in topics. This is why open learning is beneficial to distributed learning. Students can use outside sources to find a topic and further educate themselves on it. If there was not open learning sources, the sources would be limited.

Moreover, I was surprised to read about the privacy concern from Gilliard & Culik (2016). The alarming of the “inappropriate” material (Gillard & Culik, 2019), shows that teachers and professors are watching what students are doing on the computer. There is no privacy for the students research what they would like without the teacher knowing. This reminds me of Brightspace. Professors can see how many times a student has logged on, how much they have read, replied, and started discussions. This learning management system, does have privacy concerns. In addition, the system features benefits the professor to easily keep track of the students in the class. It shows who is active and who is not without reading through the students work. This makes me wonder if I have privacy when connect to school WI-FI. People should be able to research what they would like without getting alarmed or having others see what one is doing.

References

Gilliard, C., & Culik, H. (2016, May 24). Digital Redlining, Access, and Privacy. Common Sense Education.

Mays, E. (Ed.). (2017). A guide to making open textbooks with students. Rebus Community.

Before university, I had never taken any online classes. Therefore, I was uneducated within online learning. I always thought online learning was conducted through teacher’s via zoom or other platforms. However, there is are multiple different types and techniques within online learning. For example, the Covid-19 pandemic caused school to be delivered online. When this first happened, I thought all my classes would have the same online structure. However, all my classes were delivered differently. I realized there were difference the way the timing was delivered. In a synchronous course, there are scheduled meeting times (Major, 2015). Here, the teacher and students meet at the same time for the online class. The teacher would present the lesson live over zoom. Students can ask questions and discuss with other classmates. This provides “opportunity to participate in real-time class experiences” (Major, 2015, p. 82). On the other hand, asynchronous courses do not have scheduled meeting times. Here, class material is provided, and students can work at their own speed. Teachers often post pre-recorded lectures that students can watch at any time. This allows students to take their time and have longer to think about thoughts and understandings (Major, 2015).

The timing (synchronous/asynchronous) of the class were both beneficial to me. I enjoyed taking my time while completing pre-recorded lectures. I was also able to pause and rewind which helped me understand material better. Likewise, synchronous classes were beneficial as students were able to discuss with each other. This helped me understand material when I was able to explain my own thoughts and listen to others. Thus, a mix between synchronous and asynchronous is the ideal online learning method. If I ever have to teach online, I would use mix-blending timing for my class.

Moreover, I thought it was interesting how social media plays a role in online learning (Jordan & Weller, 2017). In my own experiences, I learn a lot from social media. Mainly social justice issues, which I can then learn more about. I often see posts or stories on social media of an important topic. Then, I look it up and do more research about the topic. This helps me stay relevant to world issues.