Eseta Tualaulelei (University of Southern Queensland), Mais Fatayer (University of Technology Sydney)
This mini learning activity will present an evidence-based model for building university student capacities to create and access Open Educational Resources (OER) through the process of renewable assignments. It will demonstrate how the cognitive surplus of students in higher education can be utilised to address professional challenges. Case studies from projects the authors have conducted along with examples of co-created, student-generated artefacts will be shared. Presenters will also share the advantages and pitfalls of the process from a faculty and educational design perspective. Evidence will be presented for how the model has promoted students’ emerging professionalism through the creation of professional learning artefacts, and how it has increased students' capacities to create and use open educational resources. We will also show how the model can be adapted to strengthen the connections between students and in-service professionals.
The activity’s platform will be devoted to providing resources and generating ideas for participants who may create their own renewable assignments to benefit their students. A further focus is the creation of artefacts that benefit a profession or community. The platform will also stimulate dialogue around how university assessments can be reimagined to increase educational stakeholders’ capabilities in creating and utilising OER.
Extended abstract: OE_Global_2021_paper_37.pdf 📄
This activity can be completed at any time during (or after) the conference.
Instructions and materials for the activity will be added below by the authors. They will provide specific details on how to participate and what to share back as a response to the activity.