OpenEd21: Pedagogical Approach for Digital Literacy Education Utilizing OER

2 min read

OpenEd21 is happening this week and instead of tweeting I am blogging from selected sessions I am attending. These notes may be rough as the intent is to try to follow the flow of the talk and publish as soon as possible.

Session Description

The Center for Open Education at Hokkaido University collaborated with Adobe KK to develop OER, fostering critical thinking and creative problem-solving skills required in Digital Literacy (DL) education. In this collaborative research, we developed OER to learn design thinking that underpins essential thinking and creative problem-solving skills for first-year students. Also, we developed a learning program utilizing this OER through production activities that use digital tools, including Adobe Spark.

Presenters: Katsusuke Shigeta, Hiroaki Tanaka, Seiko Koike (Hokkaido University, Japan)

Session Notes

Using Engstrom’s cycle of investigative learning as a model, the instructor had first and second-year students create OER (digital artifacts) in a hy-flex learning classroom.

The intent of OER is to develop Digital Literacy skills by having students build digital artifacts. DS are a form of research and study skills.

Students peer-reviewed the OER created by their peers, and students reported positive feedback on the activity.

Final products shared on Adobe Educator Exchange.

My Takeaway

Short (10 min) lightning session to start day 2 of OpenEd21. Students created digital artifacts using Adobe Spark and shared them on the Adobe Educators Exchange, which is an Adobe hosted repository where educators can connect and share learning materials. I am not crazy about using commercial repositories to host OER, mostly because the open content built with proprietary tools and then hosted in a repository hosted by the same commercial vendor ultimately runs the risk of becoming a type of loss-leader for the vendor – the more open content users build & make freely available with the tool provided by the vendor, the more sellable the vendor product becomes because there is open content available for the platform. It becomes a reinforcing commercial loop that ultimately benefits vendors and sells more product. There is more nuance to this than my quick thoughts can articulate here as there ARE benefits to educators from these relationships. I may need to revisit this line of vendor repos when I think about this more.

A general comment that this OpenEd conference is perhaps one of the most international I have attended. Certainly, that has something to do with the asynchronous nature of the event allowing for easier global participation. But it is also clear that the conference has grown into a global event and interest in open education is broad.

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