I’ve been meaning to dig deeper into the gamification aspect of Duolingo for a few weeks now, but I’ve been finding it also takes a lot of time to simply describe what I have been doing each week. So I’ll try to keep this summary brief:
I have continued using Duolingo, hitting a 30 day streak, making it into the Ruby league (more on that later), and just generally using it as my daily, baseline learning activity. It’s been an easy habit to maintain so far.
I watched another episode of Spanish for Beginners, this time about mastering the verb “Ser.” I found it less useful than the first episode; it is maybe challenging because my progress in Duolingo and the video series don’t match up at all so they feel a little disjointed. I don’t regret watching it, however.
I mentioned offhand in one of my classes that I was trying to learn Spanish and one of my students who speaks Spanish as their first language got really excited and wanted to talk with me. I was able to say “I need help in Spanish” and she replied “I can help you.” I was definitely flattered by their generosity.
A colleague of mine overheard me practicing with Duolingo over the lunch hour and said two of the educational assistants she works with speak Spanish as their main language. She volunteered to introduce us and said they would be happy to practice with me. Looking forward to it!
Lastly, I started playing with an Open Education Resource from MERLOT that someone shared with me in the chat last class. It’s a nice way to be exposed to actual native Spanish speakers. I’m trying to remember who shared it with me, but I appreciate it!
All in all, an exciting week! And with my committment to Duolingo unwavering, I’d like to unpack why it is so easy to remain consistent with. As someone who has, at times, struggled with commitment to things like the gym and meditation, I believe Duolingo is designed in a way to maximize interest. In essence, it’s gamified.
Gamification, for those unawares, is the process of adding game elements to something that’s not a game. Wikipedia has a surprisingly thorough article about it. The article lists some of the various game design elements that are common in gamification: points , leaderboards, badges, avatars, and performance graphs, to name a few. I will explore how these appear in Duolingo.
Duolingo uses a system of XP to track progress. You earn XP by completing an exercise, and bonus XP for getting streaks of answers correct. This XP is used to determine your ranking in each weekly league. The image to the right shows that I am in first place in my league for the time being.
As mentioned, Duolingo uses a series of leagues to track your progress. Each week, your XP is tracked against similar but randomly selected players. If you end the week in the top 10, you get promoted. If you end in the bottom 5, you get demoted. So far, I have been promoted every single week through bronze, silver, gold, sapphire, and now ruby. This incentivizes your progress each week, especially since the top 3 finishers get lingots, the Duolingo currency (I’d need a whole other post to explain the nuances of that system). However, the quality of competition also goes up with each league too. It’s like I’m in my own little English Premier (Soccer) League!
Duolingo has a set of achievements that are easy to unlock initially, but increasingly harder as you progress. I most recently unlocked an achievement for using the app for 30 consecutive days–no small task, in my opinion. Those who follow me on Twitter would know I was pretty excited about unlocking it. The Champion task shown in the image is definitely the hardest to achieve, as it requires unlocking and getting to level 1 of all 159 (!) skills in the course. I have achieved the Big Spender one, but a glitch has prevented it from registering properly. I sent in a help request because it’s annoying me and I’m pretty dedicated to fighting such battles.
Duolingo does have a system of avatars, as my last photo demonstrates. However, it seems that the majority of users don’t upload avatars, nor do they have any real impact on your progress. As far as I can tell, you can’t even message other users, so the value of avatars is minimal compared to other circumstances I have seen them used in, say, for example, on Twitter.
Duolingo presents you with a pretty basic performance graph, but only on the desktop version of the app. It’s something I wish I could have the raw data for because I like analyzing data, but it’s an interesting thing to glance it. It certainly shows that there are days that are more productive than others.
So there you have it. It’s pretty clear that Duolingo is indeed gamified, and I am far from the first person to write about it. In my experience, the gamification has helped me stay more committed to learning, and has been a net benefit. That said, many of Duolingo’s own users are critical of the system, and I do think it is always worth assessing whether gamification is adding value to a learning ecosystem, just like a teacher themselves would. If additional learning isn’t happening, it probably isn’t worthwhile. Am I being too black in white in judging it as such?
This is going to be a very brief post! I've been mad busy doing report cards the last 4 or 5 days, so it's been a roller coaster!
The students just wrapped up the last unit on conditional control structures, so there isn't much to report.
This next week will be spent on them creating their videos in class. It's also a short week at the school here, as parent teacher interviews are this Friday, and Monday was Remembrance Day.
The students are excited to give each other some feedback. I am hoping this process will be much more valuable now that they've had my feedback first on their first video. I think I mentioned last time that I broke the students into smaller groups, so there will only be a few videos per topic, and thus I'm hoping the feedback to go more smoothly as well.
I've also discovered how to organise the YouTube channel better into Categories, so I spent some time doing that as well! Check it out below by clicking on the picture!
CLICK ME TO GO TO THE CHANNEL!
Hopefully I'll have more to report next week! I anticipate that I will!
It has been so incredibly refreshing to go back to basics – I could feel myself rushing through training and wanting better results than I was getting with her and I knew I needed to slow down. This happened to parallel with many elements of my life that needed a little bit of a ‘whoa’ button hit. I took the time I needed, went back to ‘play basics’ with Nevis, and tried to do my best to just ‘rekindle’ my connection with her a little bit. It helped tremendously and I think that it set us up for success. I appreciated the comments that everyone made on my last “Back to Basics” post so much, it really made me think more about the ‘long term’ nature of training her and the pressure of the time constraint within this semester-based timeline. I had to come to terms with the fact that we are not going to be super solid and consistent on our training and commands by the time this project comes due, but we will be able to show the growth and improvements we’ve made over these short weeks. Looking at it this way has helped me alleviate unnecessary pressure I put on myself and Nevis, and it also helped me see these small victories as more of a success than I was giving them credit for initially.
Nevis has entered her ‘adolescent’/teenager mindset having turned 6 months old. The puppy that would follow me out the door when it was time to go outside now requires a leash to go to the backyard so she doesn’t dash and she puts up quite the fuss when it’s time to leave the dog park. She’s a little moody these days but it’s fun to watch her personality come out.
But man oh man are we crushing the “sit, stay, break” while we wait for food. *high five*!
Here are a couple of videos we took (with use of a tri-pod this time, instead of the usual ‘phone prop’). They focus on some back to basics work with “stay” and incorporate some “leave it”, and more movement from me around the house while she ‘stays’.
However, this week was more about refining my work so far.
Successes this week:
I have been using a basic ↑↓↑↓↑↓↑↓ strumming pattern. This week I was able to work on 3 new strumming patterns (1. ↓↑↓↑ ↑↓↑ 2. ↓ ↓↑↓↑↓↑ 3. ↓ ↓ ↑↑ ↓↑) which made the songs sound more interesting especially when a note would repeat several times which is the case, for example, in “Stand by Me” where 4 G chords are played in a row several times throughout the song. The different strumming patterns help to differentiate where one G chord ends and the next one begins.
In addition to the four songs above, I have been working on learning the chords to play “Good Riddance” by Green Day thanks to the recommendation of Brad on the Google Classroom he created for his students. The song is broken down for beginners in this video by McCormick Guitar Lessons.
I tried out a new video editing program, WeVideo, thanks to some help from Catherine. I have really enjoyed getting to know a new program this week. It seems to me that there are quite a few more options for creativity that I found lacking with iMovie.
I continued to work on some some next steps in Yousician, my Udemy course and Youtube lessons with Marty Music but as I mentioned before, my focus was to improve on the songs I have already been working on.
Challenges this week:
I tried to create some musical scores to show you my strumming patterns using a program called Noteflight which allows you to create your own sheet music. If anyone has suggestions for other websites that do this, please let me know. Noteflight was the first one that popped up which is why I ended up using it. It wasn’t very user friendly right off the bat and I am having some trouble getting the scores to look how I want. I will continue working at it but any suggestions would be helpful.
“No one can whistle a symphony. It takes a whole orchestra to play it.” – H.E. Luccock
Isn’t this the case with learning? We need community and connection with others to enhance our skills, passion, and depth. When we do this, similar to a symphony, something beautiful is created. How can we do that in the classroom? Through Open Educational Practices. Although you may question what this is, my guess is that you’ve probably used it without knowing, just as I did.
According to Catherine Cronin and Iain MacLaren, Open Educational Practices (OEP) are the “collaborative, pedagogical practices employing social and participatory technologies for interaction, peer-learning, knowledge creation and sharing, and empowerment of learners.”
In other words, in a primary classroom setting, OEP looks like giving students the opportunity to co-create their questions and end goals, take charge of their learning through online sources and platforms, and share their knowledge and experiences beyond the classroom to inspire others. In the words of Loreli Thibault, the intention of OEP “is to broaden learning from a focus on access to knowledge, to a focus on access to knowledgecreation.”
There are many elements that make up this type of pedagogy in a K-12 Learning Environment, and Dr. Verena Roberts lays out the steps that can take you there through the Open Learning Design Intervention. I am confident that at one point or another, you have taken part in and facilitated some of these key elements of Open Educational Pedagogy.
Stage 1:Building Relationships Before starting any project in the classroom, a safe space needs to be established for students to feel like they belong and their voice is heard. This step is all about setting the stage and reassuring students that learning means making mistakes and growing from them. As educators, this should be our top priority in the classroom. Our students voices matter and building connection within our own community is key. Reminding kids that, throughout this whole learning process, they matter – a message that remains on my classroom door everyday.
Stage 2:Co-Designing Learning Pathways This is where students can take part in co-creating their learning and sharing their desires for the learning process. Criteria is discussed, questions are posed, goals are set, choices are given, digital citizenship is instilled, and motivation begins. I really like how Dr. Verena states that this is where the deep learning occurs, which is sustainable, rather than limited and surface level. BC Campus says that “instead of using disposable assignments that offer no value to the student or the instructors, your students, under your direction and supervision, can build a resource designed to improve the learning space.” When students are asked to come up with their own questions and are given the responsibility to do their own inquiry, they show up and engage deeper.
Stage 3: Building and Sharing Knowledge Evidence of learning is displayed more formally in this stage. Throughout this whole process, students are expected to connect with outside resources, topic experts, and use Open Educational Resources online. The learners are able to engage with outside learning environments to gain valuable skills, knowledge, and experience, and then can represent their learning process in creative ways. When I asked Twitter for some examples of Open Educational Practices, one of the suggestions was a Gamified Classroom. Dean Vendramin does a great job of incorporating game-based learning in his classroom to increase engagement and life-long learning. Online tools and experiences, like this one, are a great way for students to show their learning processes and discoveries during this stage. Social media, blogs, podcasts, infographics, or digital storytelling tools are just a number of online options that enrich the learning experience.
Stage 4: Building Personal Learning Networks How can we take our learning one step further? By allowing students to connect with others to build Personal Learning Networks, which expands their learning experiences beyond the classroom. This stage allows the students to share their voices with other students and outside sources. It brings the stages full circle, because it’s now building the relationships and trust outside of the classroom. They are able to reflect on their learning and use their voices and shared experiences for activism, connection, and empowerment. Kristen Wideen, an educator and author, went on a journey with her students called “Kids Can Create Change”. It allowed them to build Personal Learning Networks in order to promote “innovation, empowerment, risk taking, commitment, and skilled problem solving”. Through Twitter, they invited other classrooms to “identify a need in your school, community or in the world that you want to make better.” They created a global collaborative document on Book Creator app on how #kidscancreatechange so that other classrooms could share their experiences and ideas online. They wanted everyone to know that “even though they are young, they can create a huge impact.” This is an engaging yet simple way that students can develop empathy while empowering others around the globe.
OEP in the Primary Classroom When I think of the type of learning that takes place in Open Educational Practices, I can recall some examples from my own experiences in my grade three classroom:
Skype Guess Who A game that connects classrooms in a fun and engaging way, similar to an experience like Mystery Skype, “an education game, invented by teachers, played by two classrooms on Skype.“
Twitter Challenges I have taken part in city-wide Twitter challenges, like the #yqreggdrop and #rbedropzone, which allowed students to use inquiry learning in order to connect and share experiences with other classrooms online.
Connecting with Experts With the internet, we have endless access to go beyond the four walls of our classroom. Instead of only reading information in textbooks, we are able to learn valuable information from the source themselves! My classroom connected with Barbara Reid, an author and clay illustrator, through Twitter. She responded to our learning process and gave us valuable information and feedback. She became a part of our journey, even though she wasn’t physically with us.
By accessing the Open Educational Resources of her website and Youtube videos, we created our own plasticine artwork based off of the type of illustrations she makes in her books. We completed the Saskatchewan Curriculum Outcome CP3.8: “Create art works using a variety of visual art concepts, forms and media and use “three-dimensional materials such as clay to create real textures.” When we completed our projects, we took pictures and displayed our learning on Twitter for others to see.
Even though I’ve taken part in Open Educational Practices in my primary classroom and have used pieces of the OEP stages, I have not yet completed the whole process of this type of learning. Sometimes it feels daunting to use OEP in an elementary classroom, and sometimes even impossible, but I believe that with dedication and an open mind, it is possible! I want to show you an example of how to apply it with your younger learners so that instead of it feeling intimidating, it feels motivating. By no means am I an expert with the concept, but it is something that I want to become more familiar with and encourage others to become familiar with as well.
Since I was close to hitting the target of OEP by connecting with the author and artist Barbara Reid, but didn’t quite use it to it’s full potential, I am going to show you how I would use this experience, or another art project experience, again using the stages of the Open Learning Design Intervention according to Dr. Verena.
Stage 1: Building Relationships
Before introducing the Visual Art Saskatchewan Curriculum Outcomes, set the stage for your students to understand that this learning experience is a process of sharing their voices and having their voices heard. Start with an informal, one-period, introduction lesson to build community in your class. Just as Barbara Reid tells stories through artwork, students should have the opportunity to share their own story before beginning their project.
Display various art media for students to choose from, such as clay, pastels, water colours, paint, crayon, etc. Give them the choice of using the art medium that they connect with and enjoy using the most.
They will create a visual representation with their art medium to tell a story about them, such as who they are or what they love to do, that they will later share with their classroom community.
Once they have created their artwork, they will have a chance to share with their community. The class can gather in a circle and share their artwork and stories while they receive encouragement and support from one another.
Through this opportunity, students are able to listen to their community member’s stories, share their voices, build empathy and understanding, and create connections with one another.
Stage 2: Co-Designing LearningPathways
In this stage, students will be introduced to the outcome, but instead of giving them all the same task, they will have choice in how they get there. They will have a chance to choose which artist they want to study and what type of art they want to model after. Not only does this apply to the original planned Saskatchewan Curriculum Outcome CP3.8, but it now applies to Saskatchewan Curriuclum Outcome CP3.7, which encourage students to “generate questions that arise from the investigation of a topic or area of interest to initiate inquiry” and “use guided Internet searches to investigate how artists use different art forms and media to express their ideas.”
Create a virtual art gallery with an online tool like Book Creator app, or use a website like Bear Claw Gallery. Students will browse the artists and their style of art.
As students are observing the art , they will decide which piece stands out to them or which artist they connect with the most.
Once they have chosen the artist they want to study and the art they want to learn how to make, they will start asking questions.
In the past, I have created “Wonder Walls” for students to pose questions, but in this project, I would use an online tool like Padlet to create questions on an online board so that teachers and other learners can be a part of the inquiry process. They will create questions they want to ask the artist and questions about the specific type of art the artist creates.
Stage 3: Building and Sharing Knowledge
Once students have their questions created, they will start building their knowledge in more explorative ways.
Connect with artists (experts) online through Twitter, Skype, Blogging, or email. Skype in the Classroom is a great way for kids to meet the artists they are learning about, especially since there is a whole program dedicated to Guest Speakers. Since this is an art project, they will also use sources like YouTube to figure out how to create the specific style of art they are learning about. If the artist is not living anymore, they can reach out to other artists who use the same type of style or medium to teach the student about the process.
2. Primary students need more guidance when it comes to asking questions and finding answers, so using Guided Inquiry is a beneficial way to support younger learners. Read Write Think has a helpful Inquiry Chart template that “enables students to gather information about a topic from several sources.” Ross Todd and Lyn Hay also developed a Guided Inquiry Template that gives guidance to the learning outcomes and questions. You can also create an online guided inquiry template, like a journal, for your students through Google Docs or Seesaw.
3. After the questions have been researched and explored, it’s time for students to display their learning. Like I said earlier, students can use things like Social media, blogs, podcasts, infographics, or digital storytelling tools to display their learning. Instead of using closed platforms like Seesaw, try to use something that can go further than the classroom.
Stage 4: Building Personal Learning Networks
Now is the time to extend the learning beyond the classroom. Students will use their inquiry process and the knowledge that they built to teach students around the globe through the internet. They are now to take on the role of the teacher so that other students can learn from them in their own classroom.
Use the tools of Time Lapse or Stop Motion to share their projects and to make artwork tutorial videos. Lori Thibault does a good job of using the feature of Fast Forward to share her learning and teach others about Unicorn Art. Once students create their tutorial video, they can share it on Youtube for other classrooms to watch and learn from.
Students can also step foot into other classrooms virtually with a tool like Skype or Zoom. They can be the teachers in real-time and give a step-by-step art lesson. This connection now builds Personal Learning Networks for the students to take part in.
This is just one example of how to use the stages of Open Educational Practices in your primary classroom, but there is always deeper learning that can be done. As I become more familiar with this concept, there are still questions that linger…
How do we go even deeper when building Personal Learning Networks amongst classrooms? Are there enough classrooms committed to this type of learning in order to have an online community for our students?
How can we facilitate a learning environment for our students where they are encouraged to think critically and responsibly?
Are there enough resources for primary students to be able to take part in OEP in a rich and meaningful way? What happens if we don’t have all of the resources or don’t have the connections to all of the experts in our learning?
These are some questions that I have thought of throughout my time of using Open Educational Practices in my classroom. There are always challenges that arise, and there will always be obstacles that come up. However, do the benefits of this type of learning outweigh the negatives? Absolutely. When you use Open Educational Practices in your classroom, “you are inviting your students to be part of the teaching process, participating in the co-creation of knowledge.” Using OEP in your classroom deepens the learning experience, the community, and the connection. Students deserve the opportunity to create networks and build knowledge that extends past the classroom, because when they take part in this OEP process, they are actually creating a beautiful symphony!
This past week was a new teacher in my school asked if I could help out with his Theory of Fight unit in Grade 6 Science. I was excited to lend a hand talking about something that I have some experience with. Although I don’t do a lot of flying anymore, it used to be a big part of my life. After talking to him about how I would approach this unit and looking for a few resources, I thought it would be a great opportunity to explore some of these OER sites.
Within an hour we had searched through several of the sites and put together a resource list based on some ideas I had and connections to curriculum outcomes. Many of the sites I looked at were easy to navigate and I was able to find relevant lessons and resources for the flight unit. I believe these are very valuable resources especially when used in conjunction with one another. I was able to build a nearly complete unit of study from nothing but these OER sites, youtube and a few other internet searches when specific information was needed to supplement info found on ck12 Foundation or other sites on the list provided.
OER education is something that I think most educators find useful. Resources are often expensive or unavailable so it often falls on teachers to find resources that connect to the curriculum while flowing in a way that allows for some personal creativity. After chatting with other teachers, it seems that they share my sentiments, they spend far to much time searching for usable resources that are cost effective and fit into Canadian content. If more places adopted OER resources, we would see an increase in both content and usability.
I really like the idea of some of these OER sites that allow users to edit or upload their own content. I think this is a great idea and would help create a sense of collegiality that could lead to a society where open collaboration is a more common goal. With that comes some challenges. When you have a site that encourages people to edit and upload their own content, there will be a need to fact check things. This type of infrastructure would have a cost, which makes it difficult to be a free resource. This is where I think sites like teachers pay teachers are terrific. You have talented people creating resources that teachers can view and purchase. The monetary value of these lesson/unit plans encourages the buyer to use due diligence to critically analyze before purchase. The cost of these lessons/units are reasonable enough that the teachers/schools purchasing them can do so and stay within budget constraints. However, this cost benefit is also encouraging talented people to create better than average unit plans, which is in turn putting better resources in our classrooms. This is a win/win situation in my mind.
these websites and increasing the number of users is likely the best way to
help these types of resources improve. As these become more mainstream and
expand their user base they will also increase their funding and ability to
maintain their sites.
Increasing OER raises another interesting question, if information is available freely online how long will schools, especially Universities stay open? There will always be a need for teachers, and education but what will it look like in the future. I believe that our economy will the brick and mortar schools open for the foreseeable future. Our modern society forces most families to be duel income, so the brick and mortar school is needed as lack of supervision in a “home school”, wouldn’t be realistic in most cases. That being said; post secondary education would be an easy transition to become OER, the people that want to learn will continue to do so. The only problem being, in a competitive job market, how do you prove you have the required education to apply for a job. The entire structure of post secondary education would be re-imagined and many economic barriers could be knocked down. If education was available to everyone that wanted it, and not just to those that could afford it… A lot could change.
This is only a rough document, but this is a good start on a flight unit resource list featuring many of the sites on the list provided that you are welcome to have/edit or share with others.
This week was one of preparation. As my projects increase in complexity, the time required for preparation seems to also increase.
As I undertake my final project, which is making an EDC2 from Savage Industries, I’m realizing that a big part of sewing is not really sewing. Gathering the required materials and preparing them takes longer than sewing the project itself. This week’s tasks were categorized in three parts: gathering the materials, preparing the pattern and mental preparation.
Gathering the materials proved to be more difficult than I initially thought. In my mind, a quick trip to the fabric store was all that was needed; however, this was not the case. As I proceeded through the list of things to find and acquire, it became apparent that choices had to be made. As I decided to source the materials locally, I had to modify the supply list to products that were immediately available. Steel hooks were one the list from the pattern maker, I decided to go with plastic clips as an alternative as they are more economical and were immediately available. The zipper I needed wasn’t available, therefore I decided to wait until I’m further in the project as it’s not an essential until much later in the construction process. The materials that were recommended was used sailcloth, given we live in the middle of the continent, let’s just say it was impossible to find. Therefore, I decided to substitute sailcloth for canvas. For the bottom part of the bag, I decided to repurpose and old pair of denim jeans. These are but a few of the numerous adaptations and decisions I had to undertake over the past week. Here goes to hope that these decisions won’t impact me too negatively later on into the process of making my bag.
The preparation of the pattern was smooth sailing considering the ordeal I went through last week. (This goes to show how with I’m reapplying the concepts I’ve learned from the past.) I printed the pattern on 11’ x 17’ paper using Adobe Reader and with the straight edge, the cutting wheel and a bit of tape, assembled the pieces to make a full-size pattern.
*(Side note: Early on in the process, I was made aware quite clearly by my wife that certain cutting appliances were exclusively for fabric and others were exclusively for paper. It turns out, paper, which is made of cellulose, is extremely hard on cutting edges thus dulling blades quite quickly. I was reminded of this lesson by the following tweet from @courosa)
I prepared a time-lapse video showing the process of cutting the pieces of the pattern that I had previously assembled.
The final part of the project was mental preparation. As building this bag is much more complex than my previous project, I needed to familiarize myself with the process of assembly from people who have already accomplished this project. I therefore turned to Youtube and found a selection of excellent videos of people who undertook this project. The initial video I watched was the original video of Adam Savage assembling the bag himself. It’s a fantastic step by step process that goes in depth on how to assemble the bag. There are certain parts that were hard to follow but overall, it was an excellent starting point.
My take on Adam Savage’s EDC2 bag// sewing by Make With Miles was a fantastic video where many different substitutions were made from the original plan. It gives a nice step by step process. The author’s father owns a sewing based business, consequently, he used many types of machines that I don’t have, and he used a few procedures that I could not use in my situation as a beginner.
Adam Savage’s EDC 2 Bag in the style of The Martian by Malt and Make is another video I appreciated as it clarified many of the difficult to understand parts of the process. I also appreciated his approach in explaining the intricacies of assembling the bag.
Finally, the last video I watched was Making my own version of Adam Savage’s EDC.ONE by Crafts by Ellen. Another step by step video using other techniques that are different from the other two videos. It’s apparent that the author is very experienced in sewing and the quality of her explanations and work is self-evident.
With all these videos, I feel like I’m on the path to success as I have all the support I will need to achieve the result I’m wanting to achieve. Many unknows will undoubtedly appear in the next week, but as I’m a journey based on open education, I’m sure I’ll be able to find the answers I need somewhere online. I’ll end this post by showing the message inscribed in the pattern of my project written by Adam Savage. I found it so appropriate when considering OEP from this week.
With a message like this from Adam Savage (of Mythbusters Fame), how can one not become a bit exited to get back to work!
This week we had Verena Roberts as a guest speaker. Verena’s presentation about OEP was fascinating and intriguing for me. I chose to talk about OEP because I feel it will be kind of a continued discussed from my last post on OER.
According to Wikipedia “Open educational practices (OEP) is the use of Open Educational Resources for teaching and learning in order to innovate the learning process (Ehlers 2010). They are represented in teaching techniques that draw upon open technologies and high-quality open educational resources (OER) in order to facilitate collaborative and flexible learning. They may involve students participating in online, peer production communities  within activities intended to support learning  or more broadly, any context where access to educational opportunity through freely available online content and services is the norm.”
I see OEP as a fascinating and an important approach that matches the current trend in education specifically, where all people have open access to voluminous content through internet tools and social media. I see more connection and interaction between participants (learners and facilitators) that would lead to more engagement and sharing of knowledge, resources, and work experiences. ECI 831 is a perfect example of OEP where all the students are connected and are able to share resources openly and engage in fruitful discussions on various topics.
Starting with the benefits of OEP, as mentioned in the 7 Things you should know about… Open Education: Practices, “OEP help faculty develop more agency and autonomy by providing new tools and a broader framework to help them revise, remix, localize, and contextualize pedagogy and curricular re- sources. OEP also give agency to students by giving them more control over the structure, content, and outcomes of their learning and by creating opportunities for them to create learning materials.”
Providing all these capabilities to learners and educators would help achieve many of their objectives. OEP participants would be able to draw on their professional experiences in discussions, therefore, keeping learners updated on new technologies, processes, techniques, topics, material, etc, in addition to allowing learners to make more solid connections between theory and the practical world. OEP also provide participants with networking opportunities with professionals in the field. I believe OEP help change an instructors’ way of thinking about their pedagogy and content. This explained in the following video.
OEP can be fundamental in specific situations. I asked an instructor to provide an example of how OEP can be best applied from his perspective, his answer was: Let’s take for example developing a new course on “climate change for policy makers.” Such courses would involve content that spans multiple disciplines such as environmental science, chemistry, engineering, economics and social sciences. For example, to the transportation sector is known to be a major contributor to pollution. Although transportation is mostly an engineering discipline, it has a direct impact on economy and societal dynamics. It would be difficult for a single instructor to have enough background in each of these various fields. OEP produced by a community of experts can be enabling in such examples.
However, there are some risks associated with OEP as mentioned in Wikipedia, such as the lack of certainty about its pedagogical value, which could be attributed due to the possible subjectivity of some of the participants. Another concern is related to the overuse of social media and the potential risk of learners using low-quality information sources (as covered in my previous post on OER.) OEP also requires more discussions and engagement from student, the overwhelming majority of whom have very limited time Student personalities may also play a factor, for example, introverted students or students with limited social media knowledge would be at a disadvantage with OEP. Loreli Thibault touched based on a very important risk when she said “Another issue that was voiced in our class group discussion, related to the primary school system, was lack of age-appropriate internet resources, especially for the younger students, such as in grade one. Additionally, teachers are not given adequate prep time to find appropriate resources.”
I believe that integrating OEP into the classroom or into the educational system in general doesn’t have to start by completely revamping our way of teaching. In some examples, OEP is almost a must as it enables covering the content of today’s complex topics (e.g. climate change for policy makers). OEP allows educators to cover multi-disciplinary topics efficiently, but this may have ramifications on students. I believe small starting steps can have a significant impact on our students, educators and open pedagogy. Further steps can be taken as the pros and cons are well understood by learners and educators.
This week in EC&I 831, we were fortunate to have a guest presenter, Dr. Verena Roberts, speak to us about Open Educational Practice (OEP) and examples in a K-12 educational setting. Prior to this class, my knowledge and exposure to OEP was very limited, as well as my understanding of the concept in general. I am going to explore:
what is open educational practice?
what are the pros/cons of OEP?
what should OEP look like in an elementary (primary grades) school context?
What is Open Educational Practice?
First, let’s consider Dr. Roberts’ very thorough definition:
Open educational practices (OEP) in K-12 learning contexts can describe an intentional design that expands learning opportunities for all learners from formal to informal learning environments. Individualized open readiness can be demonstrated contextually, as a result of teachers and students co-designing for personally relevant learning pathways where learners can collaboratively and individually share their learning experiences, that encourages communication of meaning through multiliteracies, that blends curriculum and competencies and that promotes community and networked interactions with other learners and nodes of learning from multiple cultural perspectives in digital and analog contexts (Roberts, 2019).
In Dr. Roberts’ presentation, she highlighted a few key elements in her definition: intentional design; expands learning opportunities; and formal to informal learning environments. Open educational practices focus on the process over product and the idea that learning happens everywhere. Furthermore, she discussed the importance of collaborative opportunities to create meaningful learning experiences that are personally relevant. Finally, learning takes place in a community of networked learners blending curriculum and competencies.
To try and wrap my head around OEP, I did some more research to understand the goal of OEP. Luckily OER Commons provided a specific definition:
The goal of Open Educational Practice (OEP) is to build the knowledge, skills, and behaviors that support and improve teaching and learning. Using open educational resources (OER) presents unique affordances for educators, as the use of OER is an invitation to adapt, personalize, and add relevancy to materials that inspire and encourage deeper learning in the classroom and across institutions. –OER Commons
This definition highlights how OEP can support teaching (as well as learning) and allow educators to differentiate open educational resources (OER) for their diverse student needs. The key factor here is that by adapting material, teachers are able to provide relevancy that will allow for quality learning experiences.
Although this is not a review of a specific Open Educational Resource, I found OER Commons to be very useful in my perusal of OEP. In particular, there is the ‘OER Commons Virtual Academy’ with a series a modules to help “advance your open educational practice”. I recommend checking this area out if you are not sure where to start or are new to OEP.
A few pros of OEP:
ability to adapt material for relevant learning experiences
collaborative learning opportunities
high engagement among students
These are only a few of the positives of OEP, but they resonated with me as the focus is put on the learning experience of the student. This relates back to Dr. Roberts’ explaining a flipped learning environment – from formal learning to informal environments as a way to engage students and focus on the process rather than the product. Teachers are able to design learning opportunities with students using open educational resources. BC Campus Open Ed states:
When you use open pedagogy in your classroom, you are inviting your students to be part of the teaching process, participating in the co-creation of knowledge.
The idea of co-creating knowledge with your students sounds fulfilling and dreamy. But also a little “pie in the sky”, which leads me to some potential drawbacks of OEP.
A few cons ofOEP:
learning curve for teachers to understand how to use OEP with students
limitations in certain classroom settings (ex. primary students vs. high school students)
In a small group class discussion, we talked about how exciting and meaningful these kinds of learning experiences would be with our students, but that the thought of using an OEP was a little daunting. It feels like it would be a lot of effort to get set up using OEP with our students, and as Loreli mentioned, teachers may not have adequate time to find good open educational resources. Teachers need to be very invested and see the potential benefits in order to take the time to learn and implement OEP. Furthermore, it appears to be difficult to find resources appropriate for primary students compared to the vast array available for middles year and higher students.
But, luckily Dr. Roberts introduced our class to her framework, Open Learning Design Interventions (OLDI) to facilitate this process.
What should OEP look like in an elementary (primary grades) school context?
OLDI (Roberts, 2019) takes place in four stages:
Co-Designing Learning Pathways
Building & Sharing Knowledge
Building Personal Learning Networks (PLNs)
Using this framework, teachers can begin the process of incorporating OEP in their classroom. Dr. Roberts also explains that younger learners (up to age 11) experience a “Teacher-Led Walled Garden of Open Exploration”. This means the teacher helps provide different experiences for their students through inquiry-based learning opportunities. Some examples that could work for primary grades include: Skype in the Classroom, LiveArts Saskatchewan broadcasts and PenPal Schools.
Amanda tweeted asking her followers this question:
Elementary Teachers- What are some ways you use Open Educational Practices in the primary classroom? I’m on the hunt to find some good examples! I’m still learning about it, so I would love to hear about your experiences and have your input! Please RT. #firstname.lastname@example.org/VdF6HhGUvf
Including the image in her tweet helped show educators that they may already be using open educational practices without realizing it! Amanda has some great ideas of how to use OEP in the primary classroom.
While this is by no means an exhaustive look at OEP, it is a start and will hopefully encourage you to learn more about how you can include open educational resources in your teaching practice. We have to remember that our roles as educators are shifting to teaching students how to access, assess and apply knowledge by allowing creative learning opportunities. OEP is great direction to move towards if we want to continue to engage our students with personal, collaborative and meaningful learning opportunities.
Open Education Practices, or OEP, refers to the practice of utilizing Open Educational Reources, or OER, in a transformative, meaningful way. These concepts were all things I was intuitively aware of before taking this course, but I now have a way to describe them accurately. So, as Confucious once said, “The beginning of wisdom is to call things by their proper name.”
Educase’s “7 Things You Should Know” provides a good overview of Open Education Practices. I particularly liked the quoted description Cronin and MacLaren provide that defines OEP as the “use/reuse/creation of OER and collaborative, pedagogical practices employing social and participatory technologies for interaction, peer-learning, knowledge creation and sharing, and empowerment of learners.” I suspect for many educators the principles of OEP are appealing, but, like many things, the challenge comes in execution.
This week, we were tasked with reviewing an Open Educational Resource. Like Daina, I was drawn to the aptly named MERLOT (Multimedia Education Resource for Learning and Online Teaching). She pretty much immediately recognized that the resources were not especially age-appropriate for her context, but, as a teacher of Grade 11 and 12, I dug a little deeper, to see what I could find. Would MERLOT shine like a robust red wine? Or would it leave a bitter taste in my mouth like when I tried making homemade wine in my basement?
The history of MERLOT is pretty fascinating, to say the least. Wikipedia and their own website detail the story pretty well, but it’s safe to say it was a pioneering effort in open education, having been started over 20 years ago as a project by California State University. The website gives off a professional, polished vibe when first opened:
If anything, my first vibe was that of JSTOR, a site which is decidedly not free (and issues in the academic publishing field are a whole other topic of discussion).
I decided to use the site as if I were a teacher who just stumbled upon it. A course I often teach is History 10, which is basically a European history course. It’s also a curriculum older than I am, a curriculum without outcomes (which works well with modern report cards), and a curriculum that has supposedly been in the process of being renewed since at least 2009 (I have hope, though). Anyways, venting aside, it’s a good choice because European history is likely a subject taught in the United States, which is presumably where most of MERLOT’s resources come from.
Searching “Industrial Revolution” yields 90 results, displayed as such:
Each resource provides a summary, description of the material type, author, creation date, and an interesting set of reviews both by an editor and by users. The process to become an editor appears very thorough, and bears much similarity to the peer-review process in academia as far as I can tell.
I decided to investigate the Second Industrial Revolution resource because it had five star reviews in both categories, and was described as an “Online Course Module” which best describes what teachers are often looking for in terms of resources, at least in my experience. The splash page for the resource itself provided very little additional information: the key button is the one that says “Go to material.”
In this case, I was sent to a standalone website that resembles a webquest of sorts on the Second Industrial Revolution. Rather than a laborious step-by-step, image-by-image breakdown of the resource, I decided it would be easier to make a quick video. I believe this is the first time I have ever thought that making a video would be the “quick” option for anything, so I am definitely getting more comfortable with the tools out there and realizing their utility.
Screencastify’s website wasn’t loading for me today for whatever reason, so I tried the rival tool, Screencast-O-Matic. Here’s the end result:
I spent some time looking around at other resources too. To my surprise, there were a few resources regarding Canadian History, which was a bit unexpected. For English Language Arts, there is usually a great deal of potentially valid resources, but the crux is always adapting it to what is being taught. In my experience, it’s rare I use something as-is for ELA, as I am very particular about how I want to approach an issue. I know there are a few other ELA teachers in this class, so I’d be interested to know if that’s just me or what.
Anyways, my overall impression of MERLOT is that it is a valuable, but not standout, website. It definitely contains high-quality materials, but not at the critical mass that would make it especially valuable to K-12 teachers. Perhaps it would be more useful for a post-secondary instructor, especially a sessional lecturer thrown into a new environment with little support (an issue apparently even at the University of Regina). But realistically, with how many time (and energy!) constaints teachers already have, I don’t see them flocking to MERLOT rather than, say, TeacherPayTeachers, even if they agree with the high-minded ideals of open education. Challenging the commodification of education is not always top of mind on a Sunday night while prepping for 10 different courses.
I suppose my biggest takeaway about Open Educational Resources and Practices is that there’s room for the movement to gain acceptance and widespread adaptation. What’s challenging is addressing the fact that most teachers probably agree with the principles of Open Education, but that those who have the time, money, and energy to implement such practices (bureaucracy, educational consultants, publishing companies…) are probably less enamored with the idea. Changing the norms of open education may have to come from the bottom-up, which unfortunately puts more responsibility on classroom educators, but reflects how meaningful, long-term change is often brought about.