Joint paper by Lorna M. Campbell, Kay Douglas, Stephanie (Charlie) Farley and Ewan McAndrew presented at the University of Edinburgh Learning and Teaching Conference, June 2020.
13. Building core competencies and
transferable attributes with open
knowledge
Digital and information literacy skills
Writing as public outreach
Collaborative working
Information synthesis
Copyright literacy
Critical thinking
Source evaluation
Data science.
Wikipedia as learning
technology
15. Student works with a
‘community partner’
• Acts as a ‘consultant’ to the
community client
• Develops a ‘bespoke
resource’ to solve a
problem or need
• Bespoke resource has
Legacy
"332 of 365: Helping Hand" by tainkeh (Flickr) is licensed under CC BY-NC-SA 2.0
20. Jakob Assmann
Postdoctoral Fellow in Arctic
Ecology,
Department of Bioscience,
Aarhus University, Denmark
Photo by kind permission from Jakob Assmann
41. Building core competencies and transferable
attributes with open knowledge and
practice
• Digital and information literacy skills
• Writing as public outreach
• Collaborative working
• Information synthesis
• Copyright literacy
• Critical thinking
• Source evaluation
• Data science
• Legacy
Anima Celtica, The Evergreen Spring, 1895,
Centre for Research Collections, University of
Edinburgh, CC BY, Europeana / images.is.ed.ac.uk
At the University of Edinburgh we believe that the creation of open knowledge and open educational resources are fully in keeping with our institutional vision, purpose and values, to discover knowledge and make the world a better place, while ensuring that our teaching and research is diverse, inclusive, accessible to all and relevant to society. This commitment to open knowledge is more important now than ever, in the midst of a global pandemic that has disrupted education for millions of learners around the world. Indeed in response to the COVID-19 crisis, UNESCO has issued a Call for Joint Action to support learning and knowledge sharing through Open Educational Resources (OER) with a view to building more inclusive, sustainable and resilient Knowledge Societies.
We also believe that co-creating open knowledge and open educational resources through curriculum assignments can play a valuable role in developing core disciplinary competencies and transferable attributes, including digital and information literacy skills, writing as public outreach, collaborative working, information synthesis, copyright literacy, critical thinking, source evaluation and data science.
To support the creation of open knowledge the University has an Open Educational Resources Policy….
We also have a central OER Service based in Information Services which supports staff and students to engage with open knowledge and provides a showcase of open educational resources created by colleagues around the University.
The OER Services runs a wide range of…
We’re also very fortunate to have a Wikimedian in Residence here at the University…..
I’m Kay Douglas, part of the Geoscience Outreach teaching team.
A course that was originally developed by Sue Rigby and Colin Graham.
In this course…
They wanted the student to work with a community partner, but not as a student placement
They wanted the student to act as a consultant to develop a bespoke resource for the client. A bespoke resource that would solve a problem or fulfil a need.
The bespoke resource needed to have legacy
This legacy was a difficult aspect.
Yes the client was encouraged to re-use the resource.
Yes the client was encouraged to share the resource.
But the resource legacy was very local and was very time limited.
About 4 years ago, we had an enlightening conversation with Education, Design and Engagement.
We realized that the bespoke resource could be developed into an Open Educational Resource, or OER and uploaded onto the web.
(And as you can imagine, these Openly available resources have been really important in supporting eg the current blended learning – teaching only)
And this is where they are uploaded
So I’m going to briefly whizz you through 5 of the bespoke resources that are uploaded onto open.ed
I’ve picked this one as it was the 1st uploaded
Jakob’s client was a school in a specialist educational setting, primary age children
And here is Jakob, now a postdoc fellow in Denmark
Here is another of our former students.
Roseanne is now the Quality and Innovation Manager at the Children’s University, Scotland.
And this is Roseanne’s resource
It was uploaded shortly after Jakob’s
It’s a resource for secondary schools, but the interesting thing is Roseanne taught it to 14 year old pupils both in science and geography.
It was our first try at a project that crossed subject boundaries
And that is why, I’ve brought Isla’s resource on Volcanic Eruptions to your attention.
This resource is Interdisciplinary, with Isla using sciences, social subjects, technologies, literacy and expressive arts to solve a problem she set them
And she wrote an article for the General Teaching Council magazine “Teaching Scotland”, published last month, This has been part of a mini theme of IDL, Interdisciplinary Learning.
And here’s Isla
She’s just on the final write up of her PhD.
This is Lorna, the co-author of the 4th resource I want to briefly mention.
Lorna is also a doctorial candidate.
I wanted to show you Lorna;s bespoke resource which she developed for Craigroyston Community High school here in North Edinburgh
It doesn’t look particulary different from the othe resources.
But Lorna is a psychology graduate.
Although we are Geoscience Outreach, we teach psychology students too.
Last resource to show you is this one.
My job for next week to upload onto open.ed
This is one of 5 resources this year that were developed for the CEC.
They are aimed at improving attendance in school for a specific cohort of pupils.
Hence it is one of the Council’s intervention strategies.
Here’s Joanna.
Hopefully starting some face to face teaching in August in a primary school in Fife.
Our student Oers can also be found on youtube.
That’s Gabriele in a cameo appearance on his WP video.
And Beth an archaeology student has continued to add to her original collection Roman About.
So basically, what have our former students achieved by developing OERs?
Core competancies and gained transferrable skills.
And if you remember, we started developing OERs because we had a problem with project legacy.
Well, here’s a snapshot of ….
And if you want more detailed info on Geoscience Outreach, here’s the URL.
Thanks
Digital Futures for Learning, part of the MSc in Digital Education, includes an OER creation assignment that encourages students to critically evaluate the implications of educational trends, providing a platform to share their learning, and an opportunity to create re-usable resources with ongoing, tangible value.
We also believe that co-creating open knowledge and open educational resources through curriculum assignments can play a valuable role in developing core disciplinary competencies and transferable attributes, including digital and information literacy skills, writing as public outreach, collaborative working, information synthesis, copyright literacy, critical thinking, source evaluation and data science.