Track Session Type
Creation: OER Creation & Management, Copyright, Licensing, and CC101, Instructional Design and Ed Tech for OER, Open Pedagogy
Presentation Type
Workshop
OER Level of Expertise
Intermediate, Advanced
Audience
Faculty, instructional designer, Other
Affordable and Effective OER with the Learning Engineering Approach
Session Abstract
Carnegie Mellon University Open Learning Initiative’s Learning Engineering Fellowship Program (LEFP) is intended to upskill learning designers and faculty to use evidenced-based design and teaching methods when working with OER materials for course creation in OLI’s next-generation learning analytics platform, Torus. This workshop, for intermediate and advanced learning designers and faculty who build their own course materials, will take participants through a mini-LEFP experience by engaging in active discussion, polls, and data analysis exercises so that participants: walk away with a sense of the learning engineering skills that the LEFP targets, practice with the types of learning analytics Torus generates, and to become more deeply-immersed in the larger community of practice.
Keywords
design, analytics, learning engineering
Objectives of the Session
At the end of this workshop participants will be able to:
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Analyze the use of evidence-based instructional design practices.
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Improve learning designs based on evidence.
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Engage in a learning engineering community of practice.
Full Description of the Session
The combination of OER with analytics-based personalized learning tools can benefit learning in significant ways by increasing faculty-student engagement, supporting independent learning and facilitating data-driven content improvement. Carnegie Mellon University’s Open Learning Initiative (OLI) offers its next-generation platform, Torus, to transform how to build, customize, and improve courses, especially those that use OER as base content, and deliver those experiences at little or no cost to students. Central to Torus is a unique approach to designing courses, focused around learning models, data-generating design, and iterative improvement. OLI has created The Learning Engineering Fellowship Program (LEFP), to upskill learning designers and faculty to use evidenced-based design and teaching methods when working with OER materials for course creation in Torus. OLI delivered the first offering of the LEFP to a cohort from the State University of New York (SUNY), piloted in cooperation with SUNY OER Services (SOS) and the SUNY Center for Professional Development (SUNY CPD), and plans to iterate and deliver the LEFP to the larger community in the coming years.
This workshop is for intermediate and advanced learning designers and faculty who build their own course materials. In this session, we plan to take participants through a mini-LEFP experience by engaging in active discussion, polls, and data analysis exercises so that participants: walk away with a sense of the learning engineering skills that the LEFP targets, practice with the types of learning analytics Torus generates, and to become more deeply-immersed in the larger community of practice.
Presenter Bios
Erin Czerwinski is the Manager, Learning Engineering and Technology Enhanced Learning Product for The Simon Initiative and The Open Learning Initiative at Carnegie Mellon University. Erin also serves on the steering committee of the IEEE IC Consortium for Learning Engineering (ICICLE), has authored several chapters in The Learning Engineering Toolkit (Goodell & Kolodner 2023), and was the Chair for the 2023 ICICLE Conference. Erin has deep expertise defining and using learning science methodologies, best practices, and product quality guidelines to deliver impactful learning experiences. She has over fifteen years of experience effectively designing, implementing, evaluating, and improving online courses, curricula, and platforms. Erin has provided curriculum leadership at Western Governors University, and was the Director of Learning Engineering at Acrobatiq, Inc. after serving in a Learning Engineering position with CMU’s OLI. She holds an MS in Education from Duquesne University, specializing in instructional technologies.
Cori Wilhelm is the Libraries Program Manager at the SUNY Office of Library and Information Services. Her work focuses on expanding student access/OERs and supporting professional development for the library community.
Publishing Permission
1
Creative Commons License
This work is licensed under a Creative Commons Attribution-Share Alike 4.0 International License.
Start Date
5-4-2024 9:00 AM
End Date
5-4-2024 10:30 AM
Affordable and Effective OER with the Learning Engineering Approach
The combination of OER with analytics-based personalized learning tools can benefit learning in significant ways by increasing faculty-student engagement, supporting independent learning and facilitating data-driven content improvement. Carnegie Mellon University’s Open Learning Initiative (OLI) offers its next-generation platform, Torus, to transform how to build, customize, and improve courses, especially those that use OER as base content, and deliver those experiences at little or no cost to students. Central to Torus is a unique approach to designing courses, focused around learning models, data-generating design, and iterative improvement. OLI has created The Learning Engineering Fellowship Program (LEFP), to upskill learning designers and faculty to use evidenced-based design and teaching methods when working with OER materials for course creation in Torus. OLI delivered the first offering of the LEFP to a cohort from the State University of New York (SUNY), piloted in cooperation with SUNY OER Services (SOS) and the SUNY Center for Professional Development (SUNY CPD), and plans to iterate and deliver the LEFP to the larger community in the coming years.
This workshop is for intermediate and advanced learning designers and faculty who build their own course materials. In this session, we plan to take participants through a mini-LEFP experience by engaging in active discussion, polls, and data analysis exercises so that participants: walk away with a sense of the learning engineering skills that the LEFP targets, practice with the types of learning analytics Torus generates, and to become more deeply-immersed in the larger community of practice.