Our introductory session in the “Open” group focused on the use and creation of open educational resources (OERs), as well as current economic pressures surrounding higher education. I had previously thought that OERs were essentially free, online textbooks — similar in form and content to more traditionally published textbooks. This morning’s session clued me in to more dynamic OER genres that are either informed by or co-created through student projects. I’ve recently been experimenting with designing digital assignments that aim to bring student writing to some sort of public audience beyond the classroom. Since this morning’s session, I’ve begun to think about how I might rethink this approach in light of OERs. That is, I want to try to create contexts where students digital work (perhaps spurred by experiential learning with local community partnerships) may also be curated to form online resources that craft disciplinary knowledge around the interests of relevant public audiences.

Categories: DigPed 2017Vancouver

Leave a Reply

Your email address will not be published. Required fields are marked *

Related Posts

DigPed 2017

Join the “Hacking Assessment” book club

Are you interested in thinking about how to spend more time on student feedback and less on assigning and justifying grades? Please consider joining the Thinq.Studio book club for Hacking Assessment: 10 Ways to Go Read more…

DigPed 2017

It’s hard to learn while hungry

As Luis Poza mentioned in his earlier post,┬áthe Digital Pedagogy Lab in Fredericksburg, Virginia featured a keynote by Sara Goldrick-Rab, who researches college affordability and the very real needs of our students. Dr. Goldrick-Rab encourages Read more…

DigPed 2017

What happens when you replace grades with a set of requirements?

This weekend the NYT had a story about an alternative assessment model called mastery-based learning: “A New Kind of Classroom: No Grades, No Failing, No Hurry.” Here’s how the article describes it: At M.S. 442, Read more…