Date post: | 12-Apr-2017 |
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Education |
Upload: | open-education-consortium |
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LOGO
Presented by Cheryl Belford
Cape Peninsula University of Technology
A narrative of open pedagogy using open educational resources
Çontext (1/2)
October to December 2017
Student protests (#feesmustfall) resulted
in institutional closure
Learning was in contravention of #FMF
Students expressed a desire for
continued learning off Campus Technological resources were limited
Çontext (2/2)
I was involved in an institutional OER project I completed the semester online, using Blackboard and
Whattsapp by communicating with students via an LMS blog & Whattsapp administering the curriculum via a design workbook Instructing via video, LMS blog & Whattsapp
I measured student performance by marks and tracking, I measured student satisfaction by survey I provided some personal reflections.
Open Pedagogy
1. Participator
y Technology 2. Innovation
& Creativity
3. Sharing ideas &
Resources
4. Reflective Practice
5. People, Openness,
Trust
6 Connected Community
7. Learner Generated
8. Peer Review
Narrative is framed by • Bronwyn Hegarty’s
Attributes of Open Practice (2015)
• Study hosted on LMS• Some openness; see
3,4 & 6
Literature Review (1/3)
Narrative is also framed by • Borin &
Wolf’s(2013) Attributes of blogs as a credible source of knowledge
• The LMS Blog promotes currency, language, appearance and usefulness.
Blog Attributes
1. Authority 2.
Accuracy
3. Currency
4. Objectivity
5. Language
6. Appearanc
e
7. Usefulness
8. Influence
Also used for web design
New attributes
Literature Review (2/3)
1. Instructional design and delivery,
2. Assessment and feedback/
instructor roles,
3. Student roles and responsibilities
4. Management and support systems
5. Levels of Satisfaction
6. Benefits/Drawbacks
7 Effectiveness 8. Access
9. Communication
Survey is framed by • Fedynich (2015)
Student perceptions of online learning AND
• Gomez, J (2015) –student perceptions of blogs used as an educational tool
Literature Review (3/3)
Methodology
Quantitive Student Marks Student tracking Survey (levels of satisfaction)
Qualitative. Survey (thematic analysis) & self reflection
Findings - quantitative
Student Marks
Findings - quantitative
Tracking
Most active voluntary period
Due Date
Whattsapp active
Survey: Student Satisfaction (1/4)
Findings - quantitative
Findings - quantitative
Survey: Student Satisfaction (2/4)
Findings – qualitative
Benefits Online learning is
perceived to be a benefit; overwhelmingly so
Formed a repository of activities which reduced redundancy.
better resource management
advancement of student technological literacy.
Drawbacks Design/Delivery/
Feedback unrealistic expectation
of the student reciprocally.
structure of posting on the LMS blog as random and not orderly
Survey: Student Satisfaction (3/4)
To a lesser degree other drawbacks were, Internet Access, Slower Pace, Extenuating circumstances are not considered, no collaborative learning, too much work, demotivation is rife and an online medium does not work for the student
Findings - qualitative
Survey: Student Satisfaction (4/4)
Findings - Qualitative
Student Can become active in
their own learning, thus more opportunities needed
As a result, they are more technologically savvy
Graduate attributes enhanced
Instructor Common
misconceptions can be addressed with clarity in material – peer review needed
In some areas there is a misalignment between instruction, practice and assessment – considered reflective practice needed here
Authors Reflections
Conclusion
Openness needs to increase (e.g. YouTube platform, collaborative community)to be recognised as a fully open pedagogy and to become a credible source of knowledge
a very high student response rate and subsequent achievement is evidence of the instructor’s role as being of vital importance to the students’ performance
Blogs favor educational settings as they encourage active learning among students and help establish communities of learning
Conclusion
Students favor clarity and organisation of material and assessments supported by online instruction
Students contributions include refinement of the open educational resources on more accessible platforms It is interesting that students should note the need for student self-discipline.
Acknowledgements
I would like to thank all the students (2016) for completing the student
perceptions survey. The guidance of Dr Daniela Gachago, Cape
Peninsula University of Technology, who provided insight and expertise that greatly assisted the research.
And thank the members of the CPUT OER group who shared their pearls of wisdom with me during the course of this research,