Making the Most of Cognitive Surplus: Descriptive Case Studies of Student-Generated Open Educational Resources

Fatayer, M; Tualaulelei, E

Making the Most of Cognitive Surplus: Descriptive Case Studies of Student-Generated Open Educational Resources

Fatayer, M Tualaulelei, E

Permalink

Publisher:: MDPI
Publication Type:: Journal Article
Citation:: Education Sciences, 13, (10), pp. 1011

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Published versionAdobe PDF (734.46 kB)

View on publisher's site

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Fatayer, M
dc.contributor.author	Tualaulelei, E
dc.date.accessioned	2024-05-13T05:41:20Z
dc.date.available	2024-05-13T05:41:20Z
dc.identifier.citation	Education Sciences, 13, (10), pp. 1011
dc.identifier.issn	2227-7102
dc.identifier.issn	2227-7102
dc.identifier.uri	http://hdl.handle.net/10453/178936
dc.description.abstract	Universities are hives of knowledge production and innovation but the work students produce for assessment is often utilised in a limited way neglecting a potentially rich intellectual resource This article investigates an activity that can make use of this resource It has known benefits for students but is rarely used in higher education student generated open educational resources OER In descriptive case studies of two projects where students created OER as an assessed part of university coursework the article explores the impacts of this activity on students learning experiences and the educational practice of teaching academics Drawing upon social constructivist understandings of teaching and learning and a range of quantitative and qualitative data from projects with 156 students and 3 academics the descriptive case studies illustrate how student generated OER guided by an OER development model positively benefitted learners and educators The discussion balances these benefits against some of the challenges experienced in the process The article will argue that student generated OER could be widely used but specific supports are necessary for academics to facilitate this activity successfully
dc.language	en
dc.publisher	MDPI
dc.relation.ispartof	Education Sciences
dc.relation.isbasedon	10.3390/educsci13101011
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1301 Education Systems, 1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education
dc.subject.classification	3901 Curriculum and pedagogy
dc.subject.classification	3902 Education policy, sociology and philosophy
dc.subject.classification	3904 Specialist studies in education
dc.title	Making the Most of Cognitive Surplus: Descriptive Case Studies of Student-Generated Open Educational Resources
dc.type	Journal Article
utslib.citation.volume	13
utslib.for	1301 Education Systems
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1303 Specialist Studies in Education
utslib.copyright.status	open_access	*
pubs.consider-herdc	true
dc.date.updated	2024-05-13T05:41:19Z
pubs.issue	10
pubs.publication-status	Published
pubs.volume	13
utslib.citation.issue	10

Abstract:

Universities are hives of knowledge production and innovation but the work students produce for assessment is often utilised in a limited way neglecting a potentially rich intellectual resource This article investigates an activity that can make use of this resource It has known benefits for students but is rarely used in higher education student generated open educational resources OER In descriptive case studies of two projects where students created OER as an assessed part of university coursework the article explores the impacts of this activity on students learning experiences and the educational practice of teaching academics Drawing upon social constructivist understandings of teaching and learning and a range of quantitative and qualitative data from projects with 156 students and 3 academics the descriptive case studies illustrate how student generated OER guided by an OER development model positively benefitted learners and educators The discussion balances these benefits against some of the challenges experienced in the process The article will argue that student generated OER could be widely used but specific supports are necessary for academics to facilitate this activity successfully

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/178936