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OER exploration with the adult literacy program, August 2016

Adult literacy program used OER videos, instructional resources, created blogs and commented on each others posts. The access to OER instructional resources in videos and audio format made complex text and concepts easy to understand for adult learners. OERs engaged students and this assisted with student retention. this helps students continue learning more as they are successful in their academic journey.

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OER exploration with the adult literacy program, August 2016

  1. 1. OPEN EDUCATION FOR ADULT LITERACY August 24, 2016 Coordinated by Manisha Khetarpal Open Education Project Lead Maskwacis Cultural College
  2. 2. GOALS AND OBJECTIVES GOALS • To learn about OERs as tools for lifelong learning • To see OERs as a transition or ladder between literacy or academic upgrading programs. • To involve our Cree language speakers OBJECTIVES • To learn about OERs, creative commons and treaties • To become comfortable in blended learning environments • To provide skills to our students so that they can become independent learners • To translate the creative commons symbols into
  3. 3. PROCESS • Students were engaged in different type of activities • Slides with photographs were created about them participating in learning • Slides were printed and given to students to write some sentences • Feedback was gauged by observation by the coordinator and the instructor, informal conversations with students, Photovoice technique, and a feedback sheet was completed by the students at the end of each activity • Instructional materials created: 2 worksheets, list of OERs, 2 blogs
  4. 4. FLOW OF INFORMATION IN THIS PRESENTATION • Four sessions were conducted by the librarian with the adult literacy class in August of 2016 • The first class involved viewing OERs videos on June 14, 2016 • The second class was about OERs on August 10, 2016 • The third class was about treaties on August 18, 2016 • The fourth class was about creative commons, OERs and treaties on August 19 • Most sessions were hands-on • Students were given the sites to visit, read, explore, and write answers
  5. 5. CLASS 1: VIEWING OER VIDEOS June 14, 2016 Adult Literacy Class’s aboriginal studies course Maskwacis Cultural College
  6. 6. CONTEXT • Let’s look at some open textbooks and videos • Canadian History: Post- Confederation by John Douglas Belshaw, Thompson Rivers University is licensed under aCreative Commons Attribution 4.0 International License, except where otherwise noted. • https://open.bccampus.ca/2016/05/18/new- open-textbook-canadian-history-post- confederation/ • View OER videos
  7. 7. OPEN TEXTBOOK COMES IN DIFFERENT FORMATS AND HAS VIDEO CLIPS • Open Textbook(s): • WEBSITE Read this book online • WEBSITE Ancillary Resource: Video Clips of Historians (on YouTube) • WEBSITE Ancillary Resource: Video Clips of Historians (editable files) • DOWNLOAD Canadian History: Post-Confederation.pdf (16 MB) • DOWNLOAD Canadian History: Post-Confederation.epub (12 MB) • DOWNLOAD Canadian History: Post-Confederation.mobi (23 MB) • PRINT Buy a print copy • DOWNLOAD Canadian History: Post-Confederation Pressbooks backup.xml (4 MB) • DOWNLOAD Canadian History: Post-Confederation WordPress backup.xml (4 MB) • DOWNLOAD Canadian History: Post-Confederation.html (3 MB) • DOWNLOAD Canadian History: Post-Confederation.odt (14 MB)
  8. 8. • Canadian History: Pre-Confederation • Nanaimo Indians, Vancouver Island, British Columbia (http://commons.wikimedia.org/wiki/File:Nanaimo_Indians,_Vancouver_Island,_British_ Columbia._(On_smaller_backing_than_other_photos.)_-_NARA_-_297757.jpg) by US National Archives bot (http://commons.wikimedia.org/wiki/User:US_National_Archives_bot) used under a Public Domain license (http://creativecommons.org/publicdomain/zero/1.0/) • Description: Canadian History: Pre-Confederation is a survey text that introduces undergraduate students to important themes in North American history to 1867. It provides room for Aboriginal and European agendas and narratives, explores the connections between the territory that coalesces into the shape of modern Canada and the larger continent and world in which it operates, and engages with emergent issues in the field. The material is pursued in a largely chronological manner to the early 19th century, at which point social, economic, and political change are dissected. Canadian History: Pre- Confederation provides, as well, a reconnaissance of historical methodology and debates in the field, exercises for students, Key Terms and a Glossary, and section-by-section Key Points. Although this text can be modified, expanded, reduced, and reorganized to suit the needs of the instructor, it is organized so as to support learning, to broaden (and sometimes provoke) debate, and to engage students in thinking like historians. Written and reviewed by subject experts drawn from colleges and universities, this is the first open textbook on the topic of Canadian history. • Author: John Douglas Belshaw, Thompson Rivers University • Notifications: Stay informed about updates to this textbook • Adoption (faculty): Contact us if you are using this textbook in your course • Further Adaptations: Contact us about adapting this book • Open Textbook(s): • WEBSITE Ancillary Resource: Video Clips of Historians (editable files) • WEBSITE Read this book online • WEBSITE Ancillary Resource: Video Clips of Historians (on YouTube) • DOWNLOAD Canadian History: Pre-Confederation.pdf (12 MB) • DOWNLOAD Canadian History: Pre-Confederation.epub (1 MB) • DOWNLOAD Canadian History: Pre-Confederation.mobi (4 MB) • PRINT Buy a print copy • DOWNLOAD Canadian History: Pre-Confederation Pressbooks Backup.xml (3 MB) • DOWNLOAD Canadian History: Pre-Confederation WordPress Backup.xml (3 MB)
  9. 9. VIEWED VIDEOS • https://www.youtube.com/watch?v=cBXlGQqGl Mc&index=24&list=PLoyeLDwSM5B7SmUHIx HjfzoPWN2H3jK98 • Dr. Ruth Sandwell Question 8 - The state and the household. • Cut the wood. Cut it smaller to fit in the wood stove. Preserve the food. • https://www.youtube.com/watch?v=9GEyr0IS7h k&index=28&list=PLoyeLDwSM5B7SmUHIxHjf zoPWN2H3jK98 • Dr. Megan J. Davies Question 7 - Redefining madness. • https://www.youtube.com/watch?v=paHafIu1Z6 4&list=PLoyeLDwSM5B7SmUHIxHjfzoPWN2H 3jK98&index=33
  10. 10. VIEWED OER VIDEOS • Dr. Sean Kheraj Question 6 - Introduced and indigenous animals in an urban environment. by TRU, Open Learning • Dr. Sean Kheraj Question 8 - Pests in an urban environment. TRU, Open Learning • Dr. Sean Kheraj Question 9 - Urban parks. by TRU, Open Learning • https://www.youtube.com/watch?v=9GEyr0I S7hk&index=28&list=PLoyeLDwSM5B7SmU HIxHjfzoPWN2H3jK98
  11. 11. VIEWED OER VIDEOS • Dr. Cecilia Morgan Question 2 - Indigenous Canadians travelling abroad. • by TRU, Open Learning • Dr. Cecilia Morgan Question 3 - Methodism and the Anishinaabe. • by TRU, Open Learning • Dr. Cecilia Morgan Question 4 - Aboriginal travelers of mixed heritage. • by TRU, Open Learning • Dr. Eric Sager Question 8 - Sources used in research. • by TRU, Open Learning • Dr. Eric Sager Question 9 - Advice for first year history students. • by TRU, Open Learning
  12. 12. INSTRUCTORS FEEDBACK • Instructor Linda Zerbe's said that she liked the video and educational materials that covered the language arts portion - listening and comprehension skills and answering questions correctly and not going off topic. Example: Wind storm destroyed many trees in Stanley park and parks were a reminder about pre-colonized era in urban areas. Also, fire has recently destroyed so many trees in Fort McMurray. Also, we made the videos more relevant to our class by asking questions such as, 'How did the First People store and preserve food?’ The students answered by smoking, drying meat and berries and making a pemmican. The instructor mentioned canning as she was raised in a farm. And, after colonization the First people learned about canning and used this technique to preserve fruit, vegetables, eggs, chicken, and meat. Gave students interesting adult material that they may have not heard otherwise and so it was informative. • Project coordinator note: Thank god we are using some OER content. Up to now, I was sending list of OER textbooks and starter toolkits. I asked Linda, ‘Why did she agree to showing of the OER videos.’ Linda said, 'I like to try something new and innovative. I like jumping to opportunities.’
  13. 13. VIEWING VIDEOS
  14. 14. CLASS 2: EXPLORING OERS FRACTIONS August 10, 2016 Adult Literacy Class Mâskwâcîs Cultural College
  15. 15. SECOND CLASS CONTEXT • The adult literacy class learned about OERs on August 10, 2016. • Students viewed the panels and posters created by the summer students • Students learned about Creative Commons licenses • Students created Creative Commons posters • Students explored OER sites such as Khan Academy, OER Commons and Merlots and found worksheets, tutorials and interactive assessments • Students shared the links about fractions with other students in their class
  16. 16. LEARNING ABOUT CREATIVE COMMONS AND OERS
  17. 17. VIEWING OER PANELS
  18. 18. LOOKING AT OER STUDENT POSTERS
  19. 19. STUDENTS VIEWING OER STUDENT POSTERS
  20. 20. LICENSES
  21. 21. CREATIVE COMMONS TRANSLATED INTO CREE LANGUAGE
  22. 22. CREATING CREATIVE COMMONS POSTER
  23. 23. CREATING CREATIVE COMMONS POSTER
  24. 24. CREATING CREATIVE COMMONS POSTER
  25. 25. TEACHING VISITORS ABOUT CREATIVE COMMONS
  26. 26. HANDS-ON WITH OERS IN THE COMPUTER LAB: VIDEOS, WORKSHEETS AND INTERACTIVE ASSESSMENTS August 10, 2016
  27. 27. LORNA (STUDENT) EXPLORING OER COMMONS
  28. 28. OER COMMONS - FRACTIONS
  29. 29. YVONNE (STUDENT) EXPLORING KHAN ACADEMY
  30. 30. JASMINE AND ARLENE SEARCHED MERLOT
  31. 31. SHOWING THE TEACHER OUR OER RESOURCES
  32. 32. STUDENTS SHARING OERS LINKS ABOUT FRACTIONS August 10, 2016
  33. 33. OER COMMONS - WORKSHEETS • Same denominators http://www.oercommons.org/courses/adding- fractions/view • Different denominators http://www.oercommons.org/courses/adding- fractions-with-different-denominators/view • Adding mixed numbers with common denominators http://www.oercommons.org/courses/adding-mixed- numbers-with-common-denominators/view http://www.oercommons.org/courses/equivalent- fractions-2/view
  34. 34. KHAN ACADEMY - VIDEOS • https://www.khanacademy.org/math/in-sixth- grade-math/fractions-1/addition-subtraction- fractions/v/adding-fractions-with-like- denominators adding fractions with denominators • https://www.khanacademy.org/math/in-sixth- grade-math/fractions-1/addition-subtraction- fractions/v/adding-fractions-word-problem-1 spider eyes • https://www.khanacademy.org/math/in-sixth- grade-math/fractions-1/addition-subtraction- fractions/v/subtracting-fractions-word- problem-1 piano • https://www.khanacademy.org/math/in-sixth- grade-math/fractions-1/addition-subtraction- fractions/v/adding-fractions-word-problem-2 lizard
  35. 35. MERLOT – INTERACTIVE ASSESSMENTS • http://www.visualfractions.com/favoritelink s.htm • http://www.visualfractions.com/worksheets/ identify/numbersymbols.pdf Worksheets • http://www.math.rice.edu/~lanius/fractions/ frac.html interactive assessment • http://www.math.rice.edu/~lanius/fractions/ frac2.html worksheet • http://www.math.rice.edu/~lanius/fractions/ frac4.html worksheet
  36. 36. STUDENT AND INSTRUCTOR FEEDBACK August 10, 2016
  37. 37. STUDENT FEEDBACK AT THE END OF THE CLASS AS WRITTEN ON THE SELF ASSESSMENT SHEET • I learned about mixed numbers with common denominators • First time on the computer learning on Merlot about fractions • I found it very helpful and learned how to copy and paste to save the link on fractions into word documents; so this way you can go back to reread it for information. • I learned about adding fractions with different denominators • I like this way of learning – ‘I get it.’ • Now, I really like fractions
  38. 38. STUDENT FEEDBACK AFTER LOOKING AT THE PHOTO SLIDES • Sometimes I am scared in learning new techniques however eventually I end up understanding the procedure • I was lost in learning something new. Thinking what if forget or doesn’t sink into my brain. • I caught on and everything fell in place. • My fear in learning something new like copy and paste in the MSWord file turned out to be easy to do.
  39. 39. TEACHER FEEDBACK • It would be easier to use on site if I had to show rather than show each student individually how to access a different site. • For assignments and learning a skill like fractions the video was helpful. I especially liked the video style of math instruction • I learned and grasped the creative commons terminology such as BY, SA, NC, and ND. • A couple of students told me, ‘Now I finally get the fractions.’ • I am going to change the way in which I teach – ‘First I will have an activity and then get into the subject.’ • Students liked this presentation as it included their pictures of learning indifferent spaces.
  40. 40. INSTRUCTOR SHARES THE OER STUDENT SUCCESS WITH OTHER INSTRUCTORS • An instructor orientation was hosted on August 24th, 2016 at the library • The instructor Linda Zerbe was part of the sharing circle about OERs • Instructor Linda Zerbe informed other instructors that the students were engaged with their learning • Some students could not read a lot of text hence oral information in the form of videos and interactive content were excellent instructional resources
  41. 41. CLASS 3: LEARN ABOUT TREATIES BY BLOGGING HTTP://TREATIESI.BLOGSPOT.C A/ August 18, 2016 Adult Literacy Class Maskwacis Cultural College
  42. 42. SECOND CLASS CONTEXT • The adult literacy class learned about treaties and blogging on August 18, 2016. • Students read and explored the posts on the treaties blog http://treatiesi.blogspot.ca/ • Students answered three questions: 1. How is this treaty information relevant to me? 2. How is this treaty information relevant to my community? 3. How is this treaty information relevant to First Nations? • Students shared the links about treaties with other students in their class • Students were informed that they could share the link on Facebook and post comments
  43. 43. ACTIVITY
  44. 44. I AM A LEARNER.
  45. 45. I AM A LEARNER.
  46. 46. I AM A LEARNER.
  47. 47. I AM A LEARNER.
  48. 48. LINDA ZERBE, ‘I AM A TEACHER AND A LEARNER’
  49. 49. STUDENT ANSWERS ABOUT TREATIES
  50. 50. CLASS 4: LEARN ABOUT CREATIVE COMMONS, OERS AND TREATIES BY BLOGGING HTTP://TREATIESI.BLOGSPOT.CA/ August 18, 2016 Adult Literacy Class Maskwacis Cultural College
  51. 51. THIRD CLASS • The third class was about creative commons, OERs and treaties on August 19, 9:00 am • Students were given four questions • Their task was to find the answers to these questions • Students could read the poster boards, handouts or visit blogs • All students answered all the four questions within 30 minutes • The goal of the class was to connect their learning about treaties just before their field trip • The field trip was scheduled on August 19, 9:45 am.
  52. 52. FOUR QUESTIONS • What are open educational resources? http://oeruse.blogspot.ca/ • Name open file formats. • What is a creative commons license? • When was treaty 6 signed? http://treatiesi.blogspot.ca/
  53. 53. INDEPENDENT LEARNER USING POSTER BOARDS AND HANDOUTS
  54. 54. INDEPENDENT LEARNER USING POSTERS
  55. 55. INDEPENDENT LEARNER USING THE INTERNET
  56. 56. INDEPENDENT LEARNER USING POSTER BOARDS
  57. 57. INDEPENDENT LEARNER USING THE BLOG
  58. 58. ANSWERS TO THE FOUR QUESTIONS WITHIN 30 MINUTES
  59. 59. READY FOR A FIELD TRIP TO THE MUSEUM
  60. 60. REFLECTIONS OF LEARNING August 2016 Adult Literacy Class Maskwacis Cultural College
  61. 61. REFLECTING BY VIEWING THE LEARNING – “SOMETIMES I’M SCARED IN LEARNING NEW TECHNIQUES, EVENTUALLY I END UP UNDERSTANDING THE PROCEDURE”
  62. 62. OUTCOME: I KNOW HOW TO FIND RESOURCES WHICH HELP ME LEARN – “I HAVE LEARNED MORE ABOUT TREATIES AND WHEN IT WAS SIGNED IN1876”
  63. 63. OUTCOME: MOTIVATION TO LEARN IS STRONGER – “NEVER TO OLD TO LEARN AND GET YOUR EDUCATION”
  64. 64. REFLECTION OF LEARNING. I AM MOTIVATED TO LEARN. OER Digital literacy – learning about the hyperlinks in MS Word Information literacy – searching is exploration. Learned about places where OERs can be accessed. Student success and lifelong learning ‘I finally got it-aha!’ Instructional content about fractions in different formats such as charts, interactive activities
  65. 65. INTERESTED IN LEARNING MORE ABOUT OERS • Would you like to use the worksheets, blogs and other instructional resources created for this activity? • Click: http://oeruse.blogspot.ca/ • Email: mkhetarpal@mccedu.ca or iuselibrary@gmail.com • Call: 780 585 3925 • Come in: Mâskwâcîs Cultural College Library

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