1. Opening
Your Syllabus
Robin DeRosa
This work is licensed under a Creative Commons
Attribution 4.0 International License.

2. OER
Pedagogical Drivers Support Learning
concrete ways to incorporate open pedagogy into your teaching

3. Open Pedagogy
 Community and collaboration over
content.
 Connects the university with the wider
public.
 Treats education as a learner-
developed process.
 Is skeptical of hoops, products,
end-points, experts, & gatekeeping.

4. Syllabus:
Key
Components
Required Texts
Learning Outcomes
Schedule of Work
Assignments
Grading Criteria

5. Required Texts
money can’t buy learning

6. Required Texts
When you use OER, you change the relationships
among you, your students, and your course materials.
Non-OER OER
Bundesarchiv, Bild 183-54440-0001 / CC-BY-SANenyedi CC BY-SA 3.0

7. Example of
OER Interaction
 Project Management (Business/Instructional
Design)
http://opencontent.org/blog/archives/2629
 Critical Theory (English)
Class Blog:
Students
Help
Each Other

8. Learning Outcomes
rethinking beginnings and endings

9. What message does it send that we routinely craft ALL
of our course learning outcomes and
objectives
before a single student is in the course?
What message does it send that we routinely
delete ALL of the student content
out of our LMS at the end of each semester?
CCBYNCND txmx2 flic.kr/p/dAPsnq

10. Curricular Map
CC BY SA: EMC,
Central Michigan U -
en.wikipedia.org/wiki
/File:Nutrition.gif

11. The Rhizome

12. The Rhizome
“The rhizome pertains to a map
that must be produced, constructed,
a map that is always detachable,
connectible, reversible, modifiable,
and has multiple entryways and exits
and its own lines of flight.”
~Deleuze & Guattari

13. TechnoRhizomatic
Image by Daniel Lynds,
@daniellynds

14. Beginnings&
Endings?
OnlyMIDDLES!
CCBYNCND Andrew Purdam flic.kr/p/3dCSg1

15. “We haven’t been nearly imaginative enough with outcomes.
I want outcomes like for us to have an epiphany or
for students to do something I couldn’t anticipate.”
~Jesse Stommel
5 Minute Brainstorm
tweet to #USNHshare
A learning outcome that honors student
contributions.
CCBYGarrettHeathflic.kr/p/fg5gQD
R
e
m
i
x
e
d
b
y
m
e

16. Schedule of Work
collaborative content

17. Schedule of Work
Function of CONTENT:
for students to learn to identify what matters to them.
The shelf-life of discipline-specific content is short.
The shelf-life of learner-centered inquiry is forever.
CC BY Gayle Nicholson flic.kr/p/5wuqSd

18. CONTENT as
Dynamic
“The amount of
knowledge in the
world has doubled in
the past 10 years and
is [now] doubling
every 18 months…To
combat the shrinking
half-life of knowledge,
organizations have
been forced to
develop new methods
of deploying
instruction.”
~Cathy Gonzalezwww.learningsolutionsmag.com/articles/1692/decrease-in-knowledge-shelf-life-makes-performance-support-mandatory
CCBY Kevin Dooley flic.kr/p/5ttM97

19. Schedule
of Work
Collaborative
Drafting
 What do students want
to learn?
 Brainstorming in
groups.
 Essays about why they
are taking the course.
 Choosing textbook
together.
 Choosing from content
lists.
 Students schedule
assignments, craft
assignments, choose
from multiple options.CC BY SA 2.0 Rob Newman
www.geograph.org.uk/profile/60859

20. Assignments
hoopless in Seattle

21. Some ideas from Peter Suber: http://opencontent.org/blog/archives/2975
Open
Assignments
Eliminate disposability
Make use of OER
Engage course with public
Empower students to
contribute
Leverage digital networks
Contribute to greater good CC BY Oakley Orginals flic.kr/p/7x2Spp

22. Blogs & Wikis
Blogs
 Bust out of your LMS!
 The value of audience
 Ability to involve their
immediate communities
 Globalizing learning
 Sharing learning practice
 Developing digital
citizenship
Wikis
 Link collaboration to
research
 Emphasize writing as a
process
 Engage with real-world
problems
 Increase access to
knowledge
 Diversify knowledge
 Non-disposable research
papers

23. Blogs & Wikis
Blogs
 Individual blogs
that can be
continued after the
class.
 Class blogs that
can roll over to the
next semester.
 Class blogs as
OER.
Wikis
 Google Docs for
peer workshops.
 Wikipedia
 Editing
existing
entries.
 Adding new
entries.

25. Other Open Ideas
 (DON’T FORGET THAT OER!)
 Twitter: recursive class hashtags
 Curation
 Social media collections (Storify)
 Virtual museums
 Mapping

26. Emotions of London
Stanford University

27. Grading
open assessment ideas

28. Grading
 Training peer graders like we train standardized test graders
(the @Chris_Friend model)
 Open p2p Badges (the BC Campus model)
 Grading by contract and crowdsourcing (the
@CathyNDavidson model)
 Grading by guided, frequent self-evaluation (the @Jessifer
model)
 Grades that emphasize effort/engagement (the
@davecormier model)
“Every study of peer review among students shows that students
perform at a higher level, and with more care, when they know
they are being evaluated by their peers than when they know only
the teacher and the TA will be grading” ~Cathy N. Davidson

29. Course Description
the changing definition of “course”

30. What is a COURSE?
 No longer a closed set of
enrollees
 No longer clear division
between teacher and
students
 No longer set start and
end points
 No longer stable content
from section to section or
semester to semester
 No longer aimed at
measuring learning
 Proprietary
 Open to the public(s)
 Collaborative learners
 Students bring
experiences in and
continue learning
afterwards
 Content responds to
learners and contexts
 Aimed at engagement,
inquiry, dialogue

31. OPEN Your Syllabus
Describe your “course” in open
terms
Create open/rhizo outcomes
Collaborate on your schedule
Engage with students on OER
opensource.com
Create open assignments
Open your grading processes
Help the course transcend its
own ending

32. Q & Q
CC BY www.gotcredit.com