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Craig's page

Page history last edited by Anna Gruszczynska 9 years, 3 months ago

This is Craig Hammond's page for resources, documents etc. related to the C-SAP cascade project

 

Title   Content File type  Date created 
Pre-meeting task Initial thoughts on cascade project 
   
December Task 1
Response to part A of Task 2
docx
13/12/2010

Student Engagement 

Student Cascade Findings

Idea for student engagement and feedback 

Detailed student feedback on using and cascading OER's

docx 

docx

19/01/2011 

14/07/2011

Reflexive Task EMPTY LINK Notes from meeting with Delyth docx 02/06/2011

 

Hi C-SAP OER colleagues!

 

Just been reeading Phil's comments, and I also found Thursday's trip down to Birmingham extremely informative and useful. Phil and I are continuing to discuss our developing ideas (within the remit of our particular environment), with a view to producing more concise tasks.

 

Many thanks for the friendly and constructive meeting. Look forward to meeting up again soon. Craig 

 

Student Involvement in OER’s

As part of approaching the student element of the ‘cascade’ process at UCBC, I introduced a group of 10 (first year) undergraduate students to the area of OER’s. As part of this, I informed them of (and introduced them to) Jorum, Welcome, MIT (open resources) and explained the principles of extra-corporate learning (via the principles of Edupunk).  As an idea – and indeed a word! – they appeared, initially, to appreciate the implications of open-learning. I explained that as learners, they could find the resources useful for their degree-specific studies (such as researching for seminar presentations), but also as useful resources for making wider cross-disciplinary connections between different disciplines.

As a result of this initial introduction to OER’s, I arranged a follow-up meeting with the group (after 3-weeks), to get some initial feedback in relation to their experiences of accessing, using, and utilising learning materials via OER’s. I was surprised to find that virtually all members of the group had not really interacted with the materials in any way whatsoever. So, I asked them why this was the case, and the various (though quite standard) responses related to the ‘context’ (or perceived rationale) to actually embark upon such activities. The group (even the few students who had made at least some attempt to access the OER’s) identified as part of their feedback, that, as undergraduates, their preference is to focus upon specific and directed research, self-directed activities that can ‘clearly’ (and positively) influence the grades attained in assignments (and exams).        

As part of my telephone conversation with Richard today (05/04/2011), the area of student confidence, independent studying and learning, and the ‘skills’ required to successfully engage in this type of learning, were addressed. It seems that a more appropriate strategy within this might be to gradually ‘embed’ the possible use of OER materials (and resources) to students as they progress through levels 4, 5 and 6 (undergraduate).

I will aim to follow this up with the student group towards the end of April (and seek further feedback, suggestions from them about the potential uses of OER’s as learners).

 

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