Session 7 -- Content Creation

Here are some links specific to our session today, in case you want to download, print out, set to music, or otherwise look them over before our session:

See y’all later today!

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@feb22c-cohort – Here’s the promised recap:

Session 7: Content Creation

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:

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: reducing students’ cognitive load is a social justice issue, and you can do that with a thoughtful and consistent structure! 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 utilising helpful checklists, tracking sheets, an author guide and much more.

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