Unit 1

Technology & its Role in the Transformation of Education Open Educational Resources

 

TECHNOLOGY & its ROLE  in the transformation of education

Description and Objectives

Lesson 1 of 4 – OERs

Description

This course explores the critical role of educational technology as one tool in the transformation of education. Involves students in change-related projects in the local environment. Taught using distance education resources.

Objectives

1. Through active participation in the class, students should be able to better facilitate complex educational changes by applying theoretical and scientific principles and technological tools.  

2. Participate in interactive web-based instruction.

UNIT 1: Open Educational Resources – Intro & Licensing

3. Understand the history and context of the open education, communities of practice, social cognition movement.

4. Define the term “open educational resources” (OERs) and understand the “4Rs of openness” framework (reuse, redistribute, revise, remix) 5 Understand what a “non-rival good” is and correctly identify examples of non-rival goods.

Licensing – Gain a greater understanding of copyright as it relates to open educational resources.

6. Understand the intent and function of copyright law.

7. Understand the principle of fair use and its limitations.

8. Understand the conceptual framework underlying the Creative Commons licenses.

9. Apply your understanding of license compatibility issues to produce legal remixes of CC and GFDL licenses material.

Rationale: Using information contained in the Open Educational Resources Handbook, this lesson will help students learn about the various aspects of open educational resources and licensing. Students will work to apply the concepts presented and discussed in the OER Handbook to complete a response paper.
 

Grade Level

•     Undergraduates and graduate students

•     Generally beyond 18 years old
 

Learner Characteristics

•     Lesson should be appropriate for students of any economic background

•     Lessons should be gender-neutral

•     Minimal knowledge of OERs with some prior experience in reading, synthesis, reframing, extension and writing practices will be helpful

•     Varying attitudes and commitment of subject matter may be represented
 

Learning Context

•     Time: 1 week, equivalent to 2 90-minute classes

•     Classroom:

o     This class is taught using WebCT Blackboard, but could be applied to F2F or other online learning environments

•     Number of Students: variable
 

Materials

•     Teacher Website:

o     Assignment Packet

o     URL


•     Open Educational Resources for Educators Version 1.0;

•     Word processing software
 

Technology

•     Computer with Internet access • Electronic Assignment

•     Teacher website
 

Instructional Plan

Preparation:

•     Verification of student’s access to the internet outside of school
 

Homework: -See assignment for more details

•     Student will respond through an electronic document by creating a response paper with options for completing the objectives

•     Student will upload the assignment to the LMS (or submit through email)
 

Grading Criteria -See assignment for more details

•     Assignment rubric

•     Specific length and format

o Relevant, Analytical, and Appropriately Reflective
 

Instruction and Activities

OER Basic Unit Vocabulary:

Auxiliary

Storage

Binary code

Bit

Boot Processes

Byte

Communities of Practice

Copyright

CD-ROM

CPU

Creative Commons

Curriki

DVD

Fair Use

Flash Drive

Gigabyte

Hard drive

Hardware

Information processing cycle

Input

Kilobyte

Megabyte

Non-rival good

Open Educational Resource (OER)

Operating System

Output Processor

RAM

Reuse

Redistribute

Remix

Revise

ROM

Social Cognition

Software

Terabyte

UTIPS

UEN

Anticipatory Set & Introduction

Students enter their LMS to find a number of modules, separated into weeks of instruction. This is lesson plan is aimed at a single week of instruction, and accompanies a discussion board dedicated to the topics related below. This topic of OERs is meant to come at the end of a 12-week course where classroom disruption has been highlighted, along with tools and strategies to enhance the educational experience from both teacher and student perspectives.
 

Introduction: (Teacher)

This week marks the beginning of the 4 week unit on Open Educational Resources (OERs).
 
Offer additional discussion areas, if possible, through either synchronous or asynchronous means.

Lead-in:

o This week marks the beginning of the 4 week unit on Open Educational Resources (OERs). The topics for this week include:

• Review of Open Educational Resources (OERs)

• Exploration of local / meaningful OERs for educators in Utah

• Introduction to licensing

o Feel free to post anything encountered in your review of the readings from the Handbook, or the websites, found in the Response Paper assignment details...

Consider using a video-based introduction to the unit, with the instructor describing an overview of the unit objectives and assignment.  

Instruction. This is lesson plan is aimed at a single week of instruction, and accompanies a discussion board dedicated to the topics related below. This topic of OERs is meant to come at the end of a 12-week course where classroom disruption has been highlighted, along with tools and strategies to enhance the educational experience from both teacher and student perspectives.
 

Lesson

Step 1 - Task Definition

In this 4-week unit we are going to learn about Open Educational Resources. You will be writing two response papers, creating an instructional / lesson plan, and sharing that lesson plan by applying an appropriate license and uploading to an OER website. You will mostly be working alone during this unit, however collaboration and sharing of information is encouraged within the guidelines of appropriate academic integrity.
 

Step 2 -Information Seeking and Review

To begin, please review the material in the electronically available Open Educational Resources for Educators Version 1.0; pp. 1-74, also SKIM pp. 189-219 (the chapter on licensing). It is available here:

http://www.lulu.com/content/3692829

Afterwards, review the Curriki website to discover the aims and goals of that program:

1. Exploration of Curriki: http://www.curriki.org/xwiki/bin/view/Main/WebHome

Then consider two local websites for the resources available on them, which you may (or may not) already be familiar with:

2. Exploration of UTIPS: http://www.schools.utah.gov/assessment/utips/

3. Exploration of UEN websites: http://www.uen.org/
 

Step 3 – Critical Analysis

Having read and critically analyzed these materials, consider these questions:

• What is the history and context of the open education, communities of practice, and the social cognition movement?

• What is meant by the term “open educational resources” (OERs) and the “4Rs of openness” framework (reuse, redistribute, revise, remix)?

• What is a “non-rival good” and what are some examples of non-rival goods?
 

Licensing – What is copyright as it relates to open educational resources?

• What is the intent and function of copyright law?

• What is meant by the principle of fair use and what are its limitations?

• What is the conceptual framework underlying the Creative Commons licenses?
 

Step 4 -Assignment

Directions:

Choose from the above questions and consider them in context of your role in education. Make an attempt to respond to the questions and present your ideas through narrative in a critical way. This may include a short summary of the key points of the reading. Extend these points to your own ideas. Make argument(s). Use personal experiences and other relevant literature (empirical, if possible) to augment your position. Extend your thoughts to other relevant situations. Re-frame the key issues of the reading in a new light, based on your position.

Remember to be as specific as possible.

Remember that it’s okay to disagree with everything in the information in the reading(s) and website(s), but you should explain why you disagree through evidence in support of your position.
 

Step 5 – Evaluation: Format and Submission

Format: Remember to include your name and the name of the class in the header. Please use Times font, 12 point, double-spaced. Use APA formatting for citations and references (and any tables or figures). The response should be between 400-500 words (1-2 pages). Save the document in either Word 2004 (.doc) or Rich Text file format (.rtf) so that comments can be made and returned to you in the file. To submit, please use the internal LMS assignment area to upload it for receipt by the instructor and TA by the date and time indicated in the class schedule.

Name the document -responseOER1.

Example: for Brett Shelton the document would be named: bshelton-responseOER1.doc

Unit 2

Technology & its Role in the Transformation of Education Open Educational Resources
 

TECHNOLOGY & its ROLE in the transformation of education

Lesson 2 of 4 – OERs
 

DESCRIPTION & OBJECTIVES

Description

This course explores the critical role of educational technology as one tool in the transformation of education. Involves students in change-related projects in the local environment. Taught using distance education resources.

Objectives

1. Through active participation in the class, students should be able to better facilitate complex educational changes by applying theoretical and scientific principles and technological tools.

2. Participate in interactive web-based instruction.

UNIT 2: Open Educational Resources – Further Review of OERs; Composing, Adapting, Designing and Creating

3. Further review of OERs: Composing and Adapting

4. Designing and creating your own OERs for sharing
 

Rationale: Using information contained in the Open Educational Resources Handbook, this lesson will help students learn about the various aspects of composing, adapting on OER for their use. In addition, they will consider aspects of instructional design in order to create their own OER for sharing with others.

Students will work to apply the concepts presented and discussed in the OER
Handbook to complete a lesson plan.
 

GRADE LEVEL

• Undergraduates and graduate students

• Generally beyond 18 years old
 

LEARNER CHARACTERISTICS 

• Lesson should be appropriate for students of all ethnicities

• Lesson should be appropriate for students of any economic background

• Lessons should be gender-neutral

• Minimal knowledge of OERs with some prior experience in reading, synthesis, reframing, extension and writing practices will be helpful

• Varying attitudes and commitment of subject matter may be represented
 

LEARNING CONTEXT

•Time: 1 week, equivalent to 2 -90 minute class periods

• Classroom:

o This class is taught using WebCT Blackboard, but could be applied to
F2F or other online learning environments

• Number of Students: variable
 

MATERIALS

•Teacher website

o Assignment Packet

o URL
 

• Open Educational Resources for Educators Version 1.0

• Word processing software
 

TECHNOLOGY

• Computer with Internet access

• Electronic Assignment

• Teacher website
 

INSTRUCTIONAL PLAN

Preparation:

• Verification of student’s access to the internet outside of school
 

Homework: -See assignment for more details

• Student will respond through an electronic document by creating a response paper with options for completing the objectives

• Student will upload the assignment to the LMS (or submit through email) 
 

Grading Criteria -See assignment for more details

• Assignment rubric

• Specific length and format

o Relevant, Analytical, and Appropriately Reflective
 

INSTRUCTION AND ACTIVITIES

OER Basic Unit Vocabulary:

Auxiliary Storage

Binary code

Bit

Boot Processes

Byte

Communities of Practice

Copyright

CD-ROM

CPU

Creative Commons

Curriki

DVD

Fair Use

Flash Drive

Gigabyte

Hard drive

Hardware

Information processing cycle

Input

Kilobyte

Megabyte

Non-rival good

Open Educational Resource (OER)

Operating System

Output

Processor

RAM

Reuse

Redistribute

Remix

Revise

ROM

Social Cognition

Software

Terabyte

UTIPS

UEN
 

Lesson Script

ANTICIPATORY SET & INTRODUCTION

Students enter their LMS to find a number of modules, separated into weeks of instruction. This is lesson plan is aimed at a single week of instruction, and accompanies a discussion board dedicated to the topics related below. This topic of OERs is meant to come at the end of a 12-week course where classroom disruption has been highlighted, along with tools and strategies to enhance the educational experience from both teacher and student perspectives.
 

Introduction: (Teacher)

• This week marks the second of the 4 week unit on Open Educational Resources (OERs).

• Offer additional discussion areas, if possible, through either synchronous or asynchronous means. Lead-in:

o This week marks the second of the 4 week unit on Open Educational Resources (OERs). The topics for this week include:

• Further review of OERs: Composing and Adapting

• Designing and creating your own OERs for sharing

o Feel free to post anything encountered in your review of the readings from the Handbook, or the websites, found in the Instructional / Lesson Plan assignment details… Consider using a video-based introduction to the unit, with the instructor describing an overview of the unit objectives and assignment.
 

LESSON

Step 1 - Task Definition

In the second of this 4-week unit, we are going to learn about composing, adapting, designing and creating your own OERs for sharing. You will be creating a lesson plan based on your exploration of web resources, the OER Handbook, and (possibly) an existing lesson plan of your choice. You will likely be working alone during this unit, however collaboration and sharing of information is encouraged within the guidelines of appropriate academic integrity.
 

Step 2 -Information Seeking and Review

This week marks the second week of the 4 week unit on Open Educational Resources (OERs). The topics for this week include:

• Further review of OERs: Composing and Adapting

• Designing and creating your own OERs for sharing
 

The instructional objectives for this week include:

• Exploring the technical considerations of OER use and creation

• Examining how existing resources can be reused / remixed into OERs

• Putting into practice the design and creation of an OER
 

Last week you covered readings and websites concerned with:

• Exploration of local and meaningful OERs in your state

• Introduction to licensing and OERs

You are now familiar with a couple of key websites associated with access and finding OERs for your use, including:

http://www.curriki.org/xwiki/bin/view/Main/WebHome

http://www.schools.utah.gov/assessment/utips/

http://www.uen.org/
 

This week you’ll explore search tools dedicated to finding open resources for you and your students:

www.ocwfinder.org

www.oerrecommender.org

http://www.ocwconsortium.org/

http://ia.usu.edu/

http:// envlm.usu.edu
 

Step 3 – Critical Analysis

Having read and critically analyzed these materials, consider these questions:

1. Compare your regular search techniques with those tools suggested above. What do you like / dislike about the dedicated tools? What makes them work better or worse than using a traditional search process?

2. What is the purpose of the OCW Consortium? How does it work as a portal to potentially meaningful resources for students? For teachers?

3. How does Instructional Architect work? Review a few units on a topic you have personal or professional interest in…are the lessons well-crafted? What could you do in improving them?

4. There has been much discussion on how we can use technology to improve math-based lessons, and the library of virtual manipulatives is one resource that may assist in that effort. How do you see this repository as being different than the other kinds of open resources available to educators?

For the remaining portions of the assignment, look for and choose open resources using any number of search techniques or repositories up to this point.
 

Step 4 -Assignment

Directions:

Create an instructional unit that uses technology in a way (or ways) that would be beneficial to both teacher and student. Offer screenshots and/or examples as appropriate.

Describe the technology using specifics as needed.

Hint: How intricate does the lesson need to be? Support the unit by providing enough detail that you could “hand-off” the lesson to another instructor and the lesson could be implemented. What information would you need to provide a surrogate instructor?

Option 1: Create a new instructional unit or lesson plan that utilizes using enlvm.usu.edu, instructional architect, or any of the open resources explored to this point to help your students’ learning (in a unit of your choice). The plans should indicate the:

• audience (who is in the class? what are their characteristics?)

• instructional goals (what can the students expect to learn / practice?)

• timeline (provide benchmark milestone information, if necessary)

• procedure (provide adequate structure and directions during each step)

• technology involved.

In a separate paragraph, describe the major facets of technology within the plan and how/why you think the integration of technology will assist teacher and student.

OR

Option 2: Modify an existing instructional unit or lesson plan to one that utilizes using enlvm.usu.edu , instructional architect, or any of the open resources explored to this point to help your students’ learning (in a unit of your choice). The plans should indicate the:

• audience (who is in the class? what are their characteristics?)

• instructional goals (what can the students expect to learn / practice?)

• timeline (provide benchmark milestone information, if necessary)

• procedure (provide adequate structure and directions during each step)

• technology involved.

In a separate paragraph, describe the major modifications from the previous lesson and how/why you think the integration of technology has assisted teacher and student, and improved the lesson (practice/review/application). Offer the existing lesson as an attachment (or appendix).
 

Step 5 – Evaluation: Format and Submission

Format:

Remember to include your name and the name of the class in the header. Please use Times font, 12 point, double-spaced. Use APA formatting for citations and references (and any tables or figures). The instructional / lesson plan document can be of varying length, but try to keep the main body (previous appendix) under 5 pages in length.

Save the document in either Word 2004 (.doc) or Rich Text file format (.rtf) so that comments can be made and returned to you in the file. To turn in, please upload by using the internal LMS processes through the assignment submission area by the date and time indicated in the class schedule.

Name the document -planOER2.

For example, if your name was Brett Shelton, your document should have the following format: bshelton-planOER2.doc

Unit 3

Technology & its Role in the Transformation of Education Open Educational Resources

TECHNOLOGY & its ROLE in the transformation of education

Lesson 3 of 4 – OERs
 

DESCRIPTION & OBJECTIVES

Description

This course explores the critical role of educational technology as one tool in the transformation of education. Involves students in change-related projects in the local environment. Taught using distance education resources.

Objectives

1. Through active participation in the class, students should be able to better facilitate complex educational changes by applying theoretical and scientific principles and technological tools.

2. Participate in interactive web-based instruction.

UNIT 3: Open Educational Resources – Review of National Libraries and Educational Repositories Localizing for Use – Adapting resources for use with your students.

3. Understanding why is quality not a characteristic of an open educational resource

4. Understanding what consists of a successful ALMS analysis of an open educational resource

5. Understanding how you evaluate an OER and what the key parts are that should not be changed when localizing it

6. Understanding how you would go about competently comparing and contrasting an original resource with a localized resource

Sharing – The key issues to consider in preparing to share open educational resources

7. Understanding how you properly identify copyright issues that should be considered before sharing an OER

8. Understanding how you identify appropriate Web sites for sharing different types of OERs

9. Understanding how you would go about preparing and sharing an OER on the Curriki Web site 

Rationale: Using information contained in the Open Educational Resources Handbook, this lesson will help students learn about the various aspects of localizing OERs for use and what aspects to consider before sharing their own OERs. Students will work to apply the concepts presented and discussed in the OER Handbook to complete a response paper.
 

GRADE LEVEL

• Undergraduates and graduate students

• Generally beyond 18 years old
 

LEARNER CHARACTERISTICS

•Lesson should be appropriate for students of all ethnicities

• Lesson should be appropriate for students of any economic background

• Lessons should be gender-neutral

• Minimal knowledge of OERs with some prior experience in reading, synthesis, reframing, extension and writing practices will be helpful

• Varying attitudes and commitment of subject matter may be represented
 

LEARNING CONTEXT

•Time: 1 week, equivalent to 2 -90 minute class periods

• Classroom:

o This class is taught using WebCT Blackboard, but could be applied to F2F or other online learning environments

• Number of Students: variable
 

MATERIALS

•Teacher website

o Assignment Packet

o URL

• Open Educational Resources for Educators Version 1.0

• Word processing software
 

TECHNOLOGY

• Computer with Internet access

• Electronic Assignment

• Teacher website
 

INSTRUCTIONAL PLAN

Preparation:

• Verification of student’s access to the internet outside of school
 

Homework: -See assignment for more details

• Student will respond through an electronic document by creating a response paper with options for completing the objectives

• Student will upload the assignment to the LMS (or submit through email)
 

Grading Criteria -See assignment for more details

• Assignment rubric

• Specific length and format

o Relevant, Analytical, and Appropriately Reflective
 

INSTRUCTION AND ACTIVITIES

OER Basic Unit Vocabulary:

Auxiliary Storage

Binary code

Bit

Boot Processes

Byte

Communities of Practice

Copyright

CD-ROM

CPU

Creative Commons

Curriki

DVD

Fair Use

Flash Drive

Gigabyte

Hard drive

Hardware

Information processing cycle

Input

Kilobyte

Megabyte

Non-rival good

Open Educational Resource (OER)

Operating System

Output

Processor

RAM

Reuse

Redistribute

Remix

Revise

ROM

Open Educational Resources

Social Cognition

Software

Terabyte

UTIPS

UEN

ANTICIPATORY SET & INTRODUCTION

Students enter their LMS to find a number of modules, separated into weeks of instruction. This is lesson plan is aimed at a single week of instruction, and accompanies a discussion board dedicated to the topics related below. This topic of OERs is meant to come at the end of a 12-week course where classroom disruption has been highlighted, along with tools and strategies to enhance the educational experience from both teacher and student perspectives.
 

Introduction: (Teacher)

• This week marks the third of the 4 week unit on Open Educational Resources
(OERs).

• Offer additional discussion areas, if possible, through either synchronous or asynchronous means. Lead-in:

o This week marks the third of the 4 week unit on Open Educational Resources (OERs). The topics for this week include:

• National Libraries and Educational Repositories

• Localizing, Use and Sharing of OERs

o Feel free to post anything encountered in your review of the readings from the Handbook, or the websites, found in the Response Paper assignment details…

Consider using a video-based introduction to the unit, with the instructor describing an overview of the unit objectives and assignment.
 

LESSON

Step 1 - Task Definition

In the third of this 4-week unit, we are going to learn about localizing, using and what aspects to consider when deciding to share Open Educational Resources. You will be writing a response paper based on your exploration of web resources, the OER Handbook, and critical analysis questions. You will likely be working alone during this unit, however collaboration and sharing of information is encouraged within the guidelines of appropriate academic integrity.

Step 2 -Information Seeking and Review

This week marks the third week of the 4 week unit on Open Educational Resources (OERs). The topics for this week include:

• National Libraries and Educational Repositories

• Use and Sharing of OERs
 

Last week you covered readings and websites concerned with:

• Composing and Adopting OERs

• Designing and Creating OERs

You are now familiar with a couple of tools associated with access and finding OERs, including

www.ocwfinder.org

www.oerrecommender.org

http://www.ocwconsortium.org/

http://ia.usu.edu/

To begin this week, please review the material in the electronically available Open Educational Resources for Educators Version 1.0 on sharing and using OERs; pp. 137-188, it is available here:

http://www.lulu.com/content/3692829

Afterwards, review the national repositories / libraries associated with NSDL, DLESE, and NASA to discover the aims and goals of these programs:

1. http://nsdl.org/

2. http://www.dlese.org/library/index.jsp

3. http://www.hq.nasa.gov/office/hqlibrary/
 

Step 3 – Critical Analysis

Having read and critically analyzed these materials, consider these questions:

Localizing for Use – How do you adapt resources for use with your students?:

• Why is quality not a characteristic of an open educational resource?

• What consists of a successful ALMS analysis of an open educational resource? Consider creating one of your own…

• How do you evaluate an OER and what are the key parts that should not be changed when localizing it?

• How would you go about competently comparing and contrasting an original resource with a localized resource?

Sharing – What are the key issues to consider in preparing to share open educational resources?

• How do you properly identify copyright issues that should be considered before sharing an OER?

• How do you identify appropriate Web sites for sharing different types of OERs?

• How would you go about preparing and sharing an OER on the Curriki Web site?
 

Step 4 -Assignment

Directions:

Choose from the above questions and consider them in context of your role in education. Make an attempt to respond to the questions and present your ideas through narrative in a critical way. This may include a short summary of the key points of the reading. Extend these points to your own ideas. Make argument(s). Use personal experiences and other relevant literature (empirical, if possible) to augment your position. Extend your thoughts to other relevant situations. Re-frame the key issues of the reading in a new light, based on your position.

Remember to be as specific as possible.

Remember that it’s okay to disagree with everything in the information in the reading(s) and website(s), but you should explain why you disagree through evidence in support of your position.
 

Step 5 – Evaluation: Format and Submission

Format:

Remember to include your name and the name of the class in the header. Please use Times font, 12 point, double-spaced. Use APA formatting for citations and references (and any tables or figures). The response should be between 400-500 words (1-2 pages).

Save the document in either Word 2004 (.doc) or Rich Text file format (.rtf) so that comments can be made and returned to you in the file. To submit, please use the internal LMS assignment area to upload it for receipt by the instructor and TA by the date and time indicated in the class schedule.

Name the document -responseOER3.

Example: for Brett Shelton the document would be named: bshelton-responseOER3.doc

Unit 4

Technology & its Role in the Transformation of Education Open Educational Resources
 

TECHNOLOGY & its ROLE in the transformation of education

Lesson 4 of 4 – OERs
 

DESCRIPTION & OBJECTIVES

Description

This course explores the critical role of educational technology as one tool in the transformation of education. Involves students in change-related projects in the local environment. Taught using distance education resources.

Objectives

1. Through active participation in the class, students should be able to better facilitate complex educational changes by applying theoretical and scientific principles and technological tools.

2. Participate in interactive web-based instruction.

UNIT 4: Open Educational Resources – Evidence of OERs at work, your own licensing, sharing and the future of OERs

3. Case-based evidence: OERs at work

4. Choosing your own licensing and the future of OERs

5. Sharing the OER you created in a previous assignment

Rationale: Using information contained in the Open Educational Resources Handbook, this lesson will help students learn of the value of OER use and reuse by examining a specific case explained through a research and development article. Students will participate in and recognize the importance of sharing information about existing OER, before finally sharing an OER of their own. Students will work to apply the concepts presented and discussed in the OER Handbook to complete an OER sharing activity.
 

GRADE LEVEL

• Undergraduates and graduate students

• Generally beyond 18 years old 
 

LEARNER CHARACTERISTICS

•Lesson should be appropriate for students of all ethnicities

• Lesson should be appropriate for students of any economic background

• Lessons should be gender-neutral

• Minimal knowledge of OERs with some prior experience in reading, synthesis, reframing, extension and writing practices will be helpful

• Varying attitudes and commitment of subject matter may be represented
 

LEARNING CONTEXT

•Time: 1 week, equivalent to 2 -90 minute class periods

• Classroom:

o This class is taught using WebCT Blackboard, but could be applied to F2F or other online learning environments

• Number of Students: variable
 

MATERIALS

•Teacher website

o Assignment Packet

o URL

• Open Educational Resources for Educators Version 1.0

• Article offered as example of OER use/educational impact (see below for reference)

• Word processing software
 

TECHNOLOGY

• Computer with Internet access

• Electronic Assignment

• Teacher website
 

INSTRUCTIONAL PLAN

Preparation:

• Verification of student’s access to the internet outside of school
 

Homework: -See assignment for more details

• Student will respond through an electronic document by creating a response paper with options for completing the objectives

• Student will upload, as an assignment criteria, a lesson plan to an OER website

• Student will upload the assignment to the LMS (or submit through email)
 

Grading Criteria -See assignment for more details

• Assignment rubric

• Specific length and format

o Relevant, Analytical, and Appropriately Reflective
 

INSTRUCTION AND ACTIVITIES

OER Basic Unit Vocabulary:

Auxiliary Storage

Binary code

Bit

Boot Processes

Byte

Communities of Practice

Copyright

CD-ROM

CPU

Creative Commons

Curriki

DVD

Fair Use

Flash Drive

Gigabyte

Hard drive

Hardware

Information processing cycle

Input

Kilobyte

Megabyte

Non-rival good

Open Educational Resource (OER)

Operating System

Output

Processor

RAM

Reuse

Redistribute

Remix

Revise

ROM

Social Cognition

Software

Terabyte

UTIPS

UEN

ANTICIPATORY SET & INTRODUCTION

Students enter their LMS to find a number of modules, separated into weeks of instruction. This is lesson plan is aimed at a single week of instruction, and accompanies a discussion board dedicated to the topics related below. This topic of OERs is meant to come at the end of a 12-week course where classroom disruption has been highlighted, along with tools and strategies to enhance the educational experience from both teacher and student perspectives.
 

Introduction: (Teacher)

• This week marks the final portion of the 4 week unit on Open Educational Resources (OERs).

• Offer additional discussion areas, if possible, through either synchronous or asynchronous means. Lead-in:

o This week marks the final unit of the 4 week unit on Open Educational Resources (OERs). The topics for this week include:
 

• Case-based evidence: OERs at work

• Choosing your own licensing and the future of OERs

• Sharing the OER you created in a previous assignment

o Feel free to post anything encountered in your review of the readings from the Handbook, or the websites, found in the Instructional / Lesson Plan assignment details…

Consider using a video-based introduction to the unit, with the instructor describing an overview of the unit objectives and assignment.
 

LESSON

Step 1 - Task Definition

In the final portion of this 4-week unit, we are going to learn about the impact of OER use and reuse. You will gain practice and join an ever-expanding community of educators sharing their resources by uploading one of your previously-build lesson plans. You will be sharing this lesson plan based on your exploration of web resources, the OER Handbook, and the existing lesson plan you created in Unit 2.

You will likely be working alone during this unit, however collaboration and sharing of information is encouraged within the guidelines of appropriate academic integrity.
 

Step 2 -Information Seeking and Review

This week marks the final week of the 4 week unit on Open Educational Resources (OERs). The topics for this week include:

• Case-based evidence: OERs at work

• Choosing your own licensing and the future of OERs

• Sharing the OER you created in a previous assignment

The instructional objectives for this week include:

• Exploring the impact of using OERs, sharing and remixing

• Examining the educational benefits of OERs from teacher and student perspectives

• Exploring the importance of reviewing existing OERs

• Putting into practice licensing and sharing of an OER

Last week you covered readings and websites concerned with:

• Further review of OERs: national libraries and educational repositories

• Localizing, use and sharing of OERs

You are now familiar with a several websites associated with access and finding OERs for your use, tools associated with finding OERs, and tools that help you create OERs from scratch. You’re now familiar with general concepts of licensing in order to share the OERs you create, reuse and remix.

This week you’ll explore an article that demonstrates how the use of open-source materials actually aided in the learning process, and resulted in the development of an OER in itself! The reading is available as a companion document, and is a draft manuscript of an eventual article:
Shelton, B. E., Stowell, T., Scoresby, J., Alvarez, M., Capell, M. & Coates, C. (in press). A Frankenstein approach to open-source: The construction of a 3D game engine as meaningful educational process. IEEE Transactions on Learning Technologies. (Issue/Vol TBD).

To finish this week’s lesson plan assignment, please review the final material in the electronically available Open Educational Resources for Educators Version 1.0 on licensing OERs (a more thorough read since Unit 1 on OERs) and conclusions; pp. 189-236, it is available here:
http://www.lulu.com/content/3692829
 

Step 3 – Critical Analysis

Having read and critically analyzed these materials, consider these questions:

1. The article is fairly code-intensive given the computer science nature of the topic, so feel free to skip over the less-meaningful portions. Instead, concentrate on the educational process of reviewing others’ work in order to reuse, remix, and recreate new materials. How might this work in your situation, in your educational context? Can you find any situations in which your students already do something similar? What kinds of re-using contexts could prove helpful to you in your class(es)?

2. In reviewing the licensing information more thoroughly than you did in Unit 1, what types of licenses have you most encountered since searching and reviewing OERs? Why do you think that is the case? What types of licenses are most appealing for you and your work? Why? For the remaining portions of the assignment, look for and choose open resources using any number of search techniques or repositories up to this point.
 

Step 4 -Assignment

Directions:

1. Log into Curriki by going through the account creation process, if you haven’t already done so.

1. Offer an appropriately thorough review of one (or more) of the resources on the website through the comment features available to you on the website.

2. Contribute to Curriki your instructional / lesson plan created for Week 10 of this course (or, if you prefer and believe appropriate, a different lesson plan of your creation). Feel free to contribute more than one, but offer at least one.
 

3. Upload a document with your comments/review, plus the information about the particular resource you chose to offer commentary upon.

1. Provide enough information so that your instructor can find that resource with your comments from within the Curriki website.

c. In addition, provide some reflection on the sharing of your lesson plan, considering how/why you think this particular resource could be reused to assist other teachers and students.
 

Step 5 – Evaluation: Format and Submission

Format:

Remember to include your name and the name of the class in the header. Please use Times font, 12 point, double-spaced. Use APA formatting for citations and references (and any tables or figures). This instructional / lesson plan document in particular can be of varying length, but it is expected to be less than 2 pages.

Save the document in either Word 2004 (.doc) or Rich Text file format (.rtf) so that comments can be made and returned to you in the file. To turn in, please upload by using the internal Blackboard processes through the assignment submission area by the date and time indicated in the class schedule.

Name the document -planOER4.

For example, if your name was Brett Shelton, your document should have the following format: bshelton-planOER4.doc