Session 7: Content Creation Links and Recap

Here are the links we will use in today’s (3/31) session:

Here is a link to the chat.

Thank you everyone for your participation in today’s session. Greetings to those of you who couldn’t make it. Please find here our 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 emphasise 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 summarise, 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.

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 by using helpful checklists, tracking sheets, an author guide,and much more.

This week’s homework was extremely clarifying for us.
We were able to refine the scope and structure of our resource, arriving at a rough template for each chapter that revolves around three guiding questions: What, How, and Why.

Each chapter begins with a “What” which introduces the topic. Since the resource is meant to be an instructional book, the body of the chapter answers the “How” with breakdowns of techniques through images, text and video. In “Why,” we explain why these concepts or principles are important within the discipline. Each chapter concludes with an FAQ (What, How, Why) that addresses issues or common questions that students have concerning the content of the chapter. Answers to these FAQs may link to other chapters or sections, encouraging a non-linear use of the resource.

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@mhazutuchiyama thanks for sharing this plan! I love the idea of structuring around these guiding questions. They scaffold well for your target audience, moving from definitions to process to application. Nice work!

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Here is a link to Barbara’s outline. :slight_smile:

To Photography team:
I love your new approach and new title – it is attractive to the novice without barriers that a different title might create right out of the gate. This is direct, the structure sounds intuitive and uncomplicated, and it is something I will use to learn photography.

Photography team, thanks so much for sharing your chapter structure & Plan OER Structure. It inspired me to devote more time to my OER project.
I’ve been tweaking the outline of Copywriting is a Superpower and wanted to share my work-in-progress with you and the rest of our cohort.
As you’ll see, the first part of the book focuses on learning the fundamentals of copywriting. This takes 6-7 weeks on average. Then the course switches, becoming more about critiquing and workshopping the students’ work. So in terms of structure, while I’m including some standardized elements and content types, I need to remain flexible. The first part of the semester is about providing inspo, methods, tools and exercises to ramp up applied learning in the first part of the semester. In the last half of the semester (which needs the most work) the content must foster increased workshopping and interactivity. I do this now in the classroom but need to consider & investigate ways to embed this in my open textbook.
Here’s a link where you can view what I’ve done so far. Thanks in advance for taking the time to read this message and to give my outline a look see. Work-in-progress outline Copywriting is a Superpower Open textbook

@rebrivved I love the way you have structured the content around your current syllabus. This makes a lot of sense, especially as you plan to teach with this OER.