Hello, @July22-M-2-Cohort , thank you for your participation in this week’s session. Greetings to those of you who couldn’t make it. Here’s a brief recap and all resources related to the session for your reference:
We elaborated on the fact that the creation of content is one of the most important stages in the process, the work you do in this phase can make the next phases of editing, review, and formatting much easier.
Throughout TSP, we emphasize how your work as OER content creators and contributors to your project teams can change the status quo in education. As Robin DeRosa puts it, “when you use OER, you change the relationships among you, your students, and your course materials.” Robin places relationships before materials because content alone doesn’t drive student learning. The ways in which you use your content matter. Well-structured content helps your students identify what matters to the discipline and specific courses, but when you consider how your OER can foster student inquiry, you are also enabling your students to identify what matters to them as well.
With your student audience at the core of your efforts, you can develop both OER and specific pedagogical methods that in synthesis will work to support accessible, equitable, and inclusive learning.
We looked closely how specific elements in textbooks/ OER can work to represent and support your diverse learners. For that, we started on the book level and then moved into the chapter level, highlighting how a well-thought out and communicated structure helps students focus on absorbing and applying information more efficiently. Thinking through the structure of your OER will take some time and dedication, which is why we created two homework activities to help you work through the steps of in your planning the layout for your materials as well as consider specific pedagogical devices to include in your chapters. Please take the time to complete these two tasks, laid out in your handout under Homework Activities A + B.
In the latter part of our session, we looked at authentic assessment as a means to measure student growth and progress. Authentic assessments often require higher thinking skills than “traditional” tests. As such, the work that students are prompted to produce is often more indicative of individual academic growth and success. You can see how your content and assessment deeply inform each other, and how important it is that they align well with your overarching OER goals.
Finally, we spoke about supplementary materials and how they can provide even more flexibility with regards to different teaching styles. Much like your major OER, they can be openly licensed and shared with the open community. They can include anything that assists in the instruction of the material covered in the book, such as syllabi, slide decks, test banks, manuals, etc.
To summarize, drafting an outline is only the first step to help you align your overarching OER goals with the content you want to create. Thinking about how your chapters can best guide and/ or measure student learning is best done in a team or with support from instructional designers or teaching development facilitators within your institution. Discussing your goals with each other will help determine the missing parts that will enrich your OER and make it stand out within your discipline in unique ways.
We will talk more about licensing later, but within the Handout, there are some fabulous links to Creative Commons license information created by @poritzj , and @BAmbos shared this fun license matching quiz to check your knowledge: Licence Matching Activity
Next week, we will dig a bit deeper into the editing process and how you can set up an equitable and effective workflow and smooth logistics utilizing helpful checklists, tracking sheets, an author guide and much more. In the meantime, please don’t hesitate to reach out or post in the forum if you have any questions. Take care!