Abstract
This paper builds on student-instructor partnerships by describing how an instructor, students, program coordinator, and members of a research team were involved in the co-design of an open educational resource in a graduate program in education. A four-part open learning design framework was used to guide the course design: (a) clarifying the co-design process; (b) buildingand sharing knowledge, and making thinkingvisible; (c) building relationships; and (d) sustaininglearning beyond the course. The framework, alongwith the collaborative team effort that was part of alarger research project, enabled the developmentof an openly licensed and accessible digital book.The project brought together a collaborative teamwho were passionate about learning more aboutopen education and a small grant supported theadditional expense of professional copyediting torefine the book.
Highlights
This paper builds on student-instructor partnerships by describing how an instructor, students, program coordinator, and members of a research team were involved in the co-design of an open educational resource in a graduate program in education
Students who are part of the co-design process within an interactive learning environment have a personal investment in the learning task, which can be described as participatory pedagogy used in the classroom (DiPietro, 2013; Sanders & Stappers, 2008)
The focus of this paper is to describe the learning design framework that guided how graduate students worked together with their instructor, peers, and members of a research team to co-design chapters for an open pressbook, an openly licensed digital book that can be accessed, reused, revised, and remixed, within a graduate program in educational technology
Summary
This section describes the open learning design framework that was used to guide the course design (Roberts, 2019). The four interconnected parts of the open learning design framework included: (a) clarifying the co-design process and negotiating each learners’ personal learning pathway; (b) building and sharing knowledge through learners choosing how to communicate their learning and make thinking visible; (c) building learning relationships; and, (d) sustaining the learning beyond the course, and throughout the writing process, by developing and expanding upon personal learning networks (Roberts, 2019). The activities leading towards the development of a chapter were designed as a layered and supportive pathway to provide students with multiple opportunities to share their ideas and to receive ongoing and continual feedback. The following information was included in the course outline to help prepare students for this formative feedback, which was described as “feedback loops”: The role of the instructor is to facilitate the work and to support students as they engage in the learning tasks. In the 2019 cohort, nine students contributed to the pressbook out of 12 students enrolled in the program (Brown et al, 2020)
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