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Locating and adopting OER content Case Study : Technology Supported Learning is based on work for a current workshop development project.

The process outlined here tracks actual planning, development and delivery activities and decisions.

Locating and adopting OER content

As part of the planning process for this workshop, we worked out the theme and the structure based on some previous work done to introduce faculty to using technology to enhance instruction. We decided to focus on a more student-centric approach, and using technology for supporting learning was broader and more inclusive than enhancing instruction.

Technology Supported Learning

1. encourage student-faculty contact
2. encourage cooperation among students
3. encourage active/engaged learning
4. give prompt feedback
5. emphasize time on task
6. communicate high expectations
7. respect diverse talents and ways of learning

Planning

• learning objectives - Technology Supported Learning (TSL) is a professional development workshop for community college faculty. It is offered as a facilitated online course, but the materials can be used by faculty for self-directed learning.
  

• course outline - Each topic includes readings, references to additional web resources, discussion topics and activities. Activities are outlined for exploring, applying and assessing technologies applicable to supporting learning. If there is no full course available, individual modules or content related materials will be evaluated for inclusion.
  

• content requirements - If there were a complete course available, it would be considered for adoption. A quick review of the OER Commons repository suggests that even individual topics may be difficult to find. The selection criteria have to be flexible when there is little content in the area of interest.
  

• repositories - OER Commons is currently the main list of content available. Listings include content from all the major repositories. Educational Resources can be viewed by grade-level, resource type, subject, rating and source.
  

• trusted sources, recommendations - The OER Commons listings include reviews and ratings. However, the number of entries that have been reviewed and/or rated is limited. It will take time before this will be particularly helpful in locating high quality OERs. Several advocates of the use of OERs foresee groups of subject matter experts providing lists of OERs that relate to their area of interest along with reviews and ratings.

Search and selection

• rating, reviews - limited availability of review and rated OERs relating to professional development, specifically using technology to support student learning or the Chickering and Gamson Seven Principles
• full course - none found

• learning modules - some tutorials for using specific technologies, other educational resources although most are applicable to K-12 (primary and/or secondary) rather than tertiary education

• course related material - Depending on the completeness and presentation, these can be used in various ways - direct inclusion, linked as a reference or resource, or as an information or content source for custom development.
  • Principle 7. respect diverse talents and ways of learning discusses learning styles. Entries in the OER Commons Teaching and Learning Strategies category included Theory of Multiple Intelligences which provides an overview and key information about this OER and a link to the site Theory of Multiple Intelligences introduction.
  • The multiple intelligences module is designed for a two- to three-hour class or training. Because of time and presentation format constraints, it doesn't fit within the framework of the online workshop. The module has been added to the TSL workshop as a Learn more... resource.

Development

• course management system
• lesson template
• some assembly required
• weeding and pruning - include, extraneous, missing
• modify, re-mix, create
• quality review - Course Evaluation Checklist

Delivery

• use - For online workshops, the facilitator takes the role of "guide on the side" with the participants directing their own learning through activities such as readings, media viewing, discussions, research, and reflective writing writing assignments.
  • include OERs as activities within the framework - participants appreciate the diversity and range of material available.
  • through research assignments, participants are encouraged to locate and review OERs in their subject area

• feedback, critique - As the workshop progresses and the OERs are accessed within the workshop, participants must complete review activities that asked for feedback on the OERs. Responses include suggestions for improvements, additions and deletions. Depending on the nature of the suggestions, the workshop has been changed. Modifications to OERs themselves may not be possible. Work-arounds, explanations and notations can accompany the OER. In some cases, the OER is removed from the workshop if it does not add significant value.

Knowledge building and sharing

• worth the effort? - Would it be simpler just to build a course or lesson from scratch? It depends on a number of factors - subject matter expertise, time available for development. In some situations, there will be lots of content "on the shelf" available for adopting and using with little additional development required. Finding and customizing OERs may be an expeditious solution. Instructors taking an entire course and using it should plan to include some personalization or localization to fit the learners' needs. As a body of excellent OERs is expanded, it will be come increasingly desirable to adopt an existing OER.

• integration issues - We set up the workshop with a notes (or lecture) page for each of the Seven Principles topics, and a list of activities for each. The OERs are linked as activities with instructions. There was no requirement to have a consistent "look and feel" to all the course materials. There was no requirement to keep the participants within a "walled garden" of the workshop, although we use the Moodle course management system. There is the potential for navigation problems, but participants have not cited this as a concern.

• "fit" with learning objectives and other course related materials - The OERs are linked as activities with instructions. It is clear to the participants that these are external resources. This fits well with the overall theme of using technology.

OERs Reviewed

Keep track of the OERs accessed that might be useful for supplementing the OER selected or to use as part of an assembly or resource

Course Related Materials

• Technology Integration: Math & Science
  The math and science technology integration module is meant for use either after completion of the Project-Based Learning module and Technology Integration module or with participants who are familiar with both modules. This module is designed for a two- to three-hour class or training. It can be used ...
  Rating: 4 stars; Type: Course Related Materials; Subject: Mathematics and Statistics, Social Sciences; Collection: Edutopia Teaching Modules (GLEF); Grade Level: Primary, Secondary, Post-secondary

• Theory of Multiple Intelligences
  The multiple intelligences module is designed for a two- to three-hour class or training. It can be used in conjunction with trainings of software applications that are used in classroom settings. Ideally, the module would be the core of a training where participants develop ideas, go back to their classrooms ...
  Rating: 4.5 stars; Type: Course Related Materials; Subject: Social Sciences; Collection: Edutopia Teaching Modules (GLEF); Grade Level: Post-secondary;

• Understanding Online Interaction
  This course is designed to provide an introductory level of understanding of the manner in which individuals interact with one another via the network. Possession of this understanding is absolutely critical to your ability to design effective learning environments on the network. This course takes an ...
  Rating: 3 stars; Type: Course Related Materials; Subject: Social Sciences, Mathematics and Statistics, Science and Technology; Collection: Utah State University OpenCourseWare; Grade Level: Post-secondary

• 4Teachers
  Abstract: lists of good resources for tools, integrating technology, educator resources
  Type: Course Related Materials; Grade Level: Primary, Secondary, Post-secondary

• 101 Things You Can Do in the First Three Weeks of Class
  lots of good ideas for classroom activities, most do not relate to technology, although some might be adapted.
  Type: Course Related Materials; Grade Level: Post-secondary

• Inspiration Lane
  Review from TeachersFirst.com: This dynamic site offers a blog-style newspaper for ESL/ELL students and could also be used in other academic areas. The daily entries follow the same basic format: "Quote of the Day," "This Day in History," "Article of the Day," "Comic Creators," "Cooking State," "Match ...
  Rating: 5 stars; Type: Course Related Materials; Subject: Humanities; Collection: Individual Authors; Grade Level: Secondary, Post-secondary