Hey folks,

 

Congrats to myself and everyone else reading this for making it this far into the course! I’m really happy to have learn everything so far and appreciate my groups assistance (as shown in my pod evaluation form). I specifically remember how we simply  began the course with a very typical closed model of distributed learning using Brightspace, some articles to read, a discussion post, and a quiz. Then the big movement  of the course content and interactions out of Brightspace and into WordPress, an open platform where your work is a contribution to the wider open community. This at the risk of exposing ourselves to a wider range of audience to look at our typing format and writing style. I was happy of the payout though as I felt like I’ve experienced alot in just a short matter of time. Therefore through my own experience I believe that online education is beneficial if done correctly (Thanks Ryan)!

 

I didn’t feel isolated. I feel more connect and orchestrated through online technology (email, zoom and discord).

 

We began the course with a very typical closed model of distributed learning using Brightspace, some articles to read, a discussion post, and a quiz. Within a few days, though, we moved the course content and interactions out of Brightspace and into WordPress, an open platform where your work is a contribution to the wider open community, rather than a post with a primary audience of one person.

 

Wiley & Hilton (2018) explore as explained in the topic 4 lecture article is the idea of a concept called OER-Enabled Pedagogy. OER stands for “Open Educational Resource”. (Wiley and Hilton, 2018). I agree with the tests described by Wiley and Hilton as the article contains a four part test to determine if a teaching and learning practice qualifies as OER-enabled pedagogy. It goes at the following:

  • Are students asked to create new artifacts (essays, poems, videos, songs, etc.) or revise / remix existing OER?
  • Does the new artifact have value beyond supporting the learning of its author?
  • Are students invited to publicly share their new artifacts or revised / remixed OER?
  • Are students invited to openly license their new artifacts or revised / remixed OER?

I believe all these qualify as a computer scientist and my small elective in gender studies. I believe authenticity and creating ones own understanding through projects and goals that resemble knowledge in the outer world to be important. Also the fact it needs to be shared is equally important. Therefore I think this article does a great job laying out it’s tests to cover it’s definition or ORE-enabled pedagogy.  I don’t believe I’m much of a teacher, but if I were to I would follow these guidelines and principal.

I also liked your added note about hash tags being an important movement to spread the word about EDCI education. I encourage and support that system as I believe spreading information on social media to be a viable source to get people’s attention and spark conversation. Even though it might get messy at some parts. The ironing of flaws I think can be overcomed as I believe it’s important to listen to the voice of the people and spreading the conversation on education in and of itself.

I enjoyed this weeks reading.  Thanks for reading my final topic discussion as I hope you had a good time learning a little about me and my EDCI education journey. Take care and goodluck with your final presentation!

Ollie

 

References

Wiley, D. & Hilton, J. (2018). Defining OER-enabled Pedagogy. International Review of Research in Open and Distance Learning, 19(4).