This paper challenges what is meant by “open” in an era when the values of OER may conflict with the law of GDPR. The presenters will share student perceptions of CPD and suggest methods that best ensure how student voices can be directed into a production process that manifests high quality shareable digital assets.
It takes foresight and courage when opening a classroom to the cacophony of student voices. Flipping the academic experience in this manner can challenge both teachers and learners to activate specific digital literacies more commonly associated with Facebook than with Moodle. During the past five years, cohorts of third level students have used handheld apps to record audio responses during active learning sessions, then shared those spoken responses with classmates and friends. In 2018, this pedagogy was introduced to young primary school students and resulted in both solo audio recordings and interviews in support of a county museum’s exhibition of artefacts discovered in family attics. Images always accompany the spoken pieces. In this sense OER is extended from class-room sharing, to limited social media sharing, to community-centred sharing of educational outputs.
During this session, observers can learn the workflow, technology, and pedagogy that engaged students between the age of 11 to 41 in offering spoken responses to syllabus-directed learning materials. Some of the technology is free (i.e., Spreaker and Flickr), some is BYOD (Bring Your Own Device such as a smartphone), and some learning support is usually required (i.e., online storage such as OneDrive as well data connectivity through a mobile phone plan or school WiFi).
This Open Education Workflow starts with research, most often complementing curriculum requirements. To fit inside a time-constraint school period, tick-off lists (printed from Trello) help keep students on task. A handout for session attendees shows how each session might be tracked in a checklist fashion. The workflow culminates in spoken and photographed by-products designed to be syndicated and shared via Creative Commons Licensing.
The hands-on technology used in this initiative depends heavily on having students use or share their own devices. To achieve the requisite production standards, students learn to develop rudimentary skills of mobile journalism. A simple thing like knowing how to verify audio recording levels in a noisy setting becomes a digital literacy after a few practice sessions.
Giving the student voice a major role in an academic setting means offering students a fulcrum in the final academic product because at the end of the session, the student contributions form the largest increment of the open education material. These multimodal documents combine words, graphics, video and audio that can be remixed for immediate redistribution and sharing. In a sense, they create an open audio journal of their learning experiences that can be found in curated form on iTunes and other major podcast networks.
At #OER19, open education advocates will see this process in action because everyone attending the ‘Gen Z Voices’ session will be recording their responses to questions listed in handouts presented to attendees.
Everyone showing an interest in ‘Opening Up Gen Z Voices’ by attending this session will receive a written checklist outlining questions participants should be prepared to answer while using four separate active devices that will be provided by the session organisers.
Socol, I. Moran, P. Ratliff, C. (2018). Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Change Schools. Hoboken, NJ: Wiley.
Witt, G. Baird, D. (2018). The Gen Z Frequency. London: Kogan Page.
Jones, Rodney H.; Hafner, Christoph A.. Understanding Digital Literacies: A Practical Introduction (p. 1). Taylor and Francis. Kindle Edition.
Goldbach, B. (2018). Clever Concept Art for Voices in Education. [online] InsideView.ie. Available at: https://www.insideview.ie/2018/02/clever-concept-art-for-voices-in-education-ictedu.html [Accessed 1 Dec 18]