This presentation from OEGlobal Delft, 25 April, 2018 goes with the full article published in Open Praxis. The full text is available here: https://openpraxis.org/index.php/OpenPraxis/article/view/821
OEGlobal18 Opening the Curriculum through Open Educational Practices
1. Opening the Curriculum
Through Open Educational Practices
Professor Laura Ritchie
University of Chichester
@laura_ritchie
Image CC-By-NC by Cindee Snider Re
2. Why Open?
Stepping outside the traditional
framework gives:
• Permission to believe
• Permission to proceed
Co-learning
Co-responsibility
Co-achievement Image CC-By by Tawheed Manzoor
3. Rubric & Conformity
No institution wants
a rogue.
Teaching & methods
have to align with
benchmarks &
standards…
Image CC-BY by Laura Ritchie
4. “…holders will have the qualities and
transferable skills necessary for
employment requiring:
From the UK Quality Code for Higher Education p.26
• the exercise of initiative and personal
responsibility
• decision-making in complex and unpredictable
contexts
• the learning ability needed to undertake
appropriate further training of a professional or
equivalent nature.” (p.26)
5. In music?
The competitive basis upon which musicians are generally
employed – a musician may be “employable” in the sense of
being able to fulfil a professional engagement perfectly
competently, but be passed up for another musician who is
felt able to offer something more. Of late, this let to an
increased importance of free-lance careers. Lacking stable
employment opportunities that suffice to maintain an
average living standard, many musicians are furthermore
forced to engage in a variety of activities to earn their living,
including some which may be ‘music-related, but other than
the conventional act of performing – ie a concert or gig’
(portfolio career).”
(Tuning educational structures in Europe:
Reference points for the design and delivery of degree programmes in Music, 2014, p.26)
19. Transferability?
Yes. You can do it too.
• Outcomes can be measured
• Align OEP with existing, understood goals for
deliverables
• Skills are at the centre of the module
– From skills come the tasks
Image CC-BY by Marco Verch
20. Balance and sensitivity
“Acknowledge the need for critical approaches
and inequality-focused perspectives”
(Cronin, 2018)
Image CC-BY by Hiroh Satoh
21. Taught framework:
• Small group structure
– Active engagement
– Several groups possible
• mentored, yet working independently
– Integrated community / public engagement
Image CC-BY-NC by Anita Gould
22. Teacher considerations?
1. Risk? (yes.)
2. Relinquish control
3. Willingness to fail
4. Participate as equals
Image CC-BY-NC by Feel Mystic
23. of the
Image CC-BY by Pic Basement
“Assessment studentsis used to give
Opportunity to demonstrate
achievement
relevant
programme learning outcomes”
Uk Quality Code
For Higher Ed, p.34
Notas del editor
Mr. Rogers as a model- reach out to the community to learn. Connecting classes.
This intensive module specifically addresses the externality of teaching and learning experiences and takes students who are nearing the final stages of study and places them in the field in external settings, where they will use a range of techniques in delivering lessons and workshops. Students will communicate clearly, demonstrating expressive and musical concepts, and use problem solving to create an exciting and stimulating learning experience for both groups and individual instrumentalists or singers. Students will set their own goals in teaching and develop skills in analysing and measuring the outcomes of lessons, using this information to inform planning for effective learning and communication.
Bringing students into the scholarship of learning and teaching - with the co-planned and delivered project in California, and ending highlighting that the students are taking this forward to present at two conferences and organising projects for the future. We work as a team.
What else do we get out of it?
This is the book we co-wrote- you can download it free from: https://wp.me/P4Ng5z-U5
