 the first session of this afternoon's presentations for you over to James. Hey everybody, thanks for choosing this session I realised we're up against stiff competition in the other room. I'll turn off my video now just to keep all my bandwidth for the audio. So I'm giving this presentation on behalf of myself James Brunson and my colleague Megan Gaffney. We're both from Dublin City University. We both work on this program here, the Psychology Major undergrad. This is what we call some of one of our DCU connected courses. So it's an online course, it's also an open education course. If you're over age of 23 you can take up a place, freely no entry barriers or anything like that. So this initiative, well I'll get to that. This initiative takes place within the context of an undergrad Developmental and Educational Psychology program. And it started, we did it for the first time last year in the 18th and 19th academic year and we're doing it again in the 1920 academic year. So what did we do or what did we want to do? I suppose being inspired by coming to conferences like OER20 and there was an especially good session in an OER Global conference that I was at, specifically on sort of open pedagogical assignments and that really sparked my imagination around what was possible. So I kind of wrote up a brief on, you know, what could we do? How could we take existing assignments and get students to create artifacts that we might take back into the program? Or how could we get them to produce something that would do good in the community? So I wrote up these possibilities and I sent them out to the whole psychology team and I said who would be interested in working on this? And Megan was the first person to come back to say, I see a way of making this assignment better. So she had an assignment where the students were already kind of creating a hypothetical brief for second level school on how they could improve mental health or things like that. So what we did was we reorientated that assignment so that in their second assignment, which was about developmental psychology, they focused on a mental health topic but just in the abstract in an essay. And then in the third assignment, which was about educational psychology, it worked on something more applied in the same area. So what we asked them to do was create, do a bit of a write up around promoting mental health in second level schools. And then on top of that, produce a digital pamphlet or an infographic that you could release to the public. That would influence them around promotion of mental health in second level schools. And then we asked them, will you put a CCBY license on this and give us permission to actually share it? So the students, we went really well, we'll get to that bit. But this is an example of the kind of thing that the students made. So some of them look different from others, some of them are a multi-page kind of pamphlet, some of them are one page. This is more in a poster style. Other people did use things like Canva or similar things to make something that looked more like an infographic. So what we did then was, out of the students who gave us permission to put a CCBY license on them and share them, we created a WordPress blog and shared, basically shared publicly through that means. So we wanted to, once after doing that, we wanted to basically follow up on the students and see how did this impact on them. So we designed a research study to follow up on the practice, qualitative analysis, qualitative data collection. So we did an online focus group. Now with the vagaries of getting a number of part-time adult learners all coordinated in the same place at the same time, the conversation last year did end up being myself and Megan as two facilitators with just three students. So this is what this data is based on, but it is very interesting data. The data analysis method we used was Brown and Clark's six steps of thematic analysis when we analyzed it using, when we started out on pen and paper and then moved it into Envival for the actual analysis. So to get on to the good stuff, I hope people can see that or maybe you can make your screen bigger at home, I can't remember. Basically, the students had some issues with the assignment. They had some struggles. Thanks, Sarah. They struggled with some aspects, but generally felt like it was a really good assignment to do. So I suppose it being the first time that we ran the assignment, all of our assignment documents that we make for our off-campus students, for our online students, they're always very detailed because they need to be because people can't ask immediate clarifying questions. So in a very detailed assignment brief, we were a little vague about exactly how the work was going to be shared if they wanted to share because at the time we were writing the document, we weren't exactly sure how we were going to do that. So eventually we landed on a WordPress blog and we communicated that to them, but I suppose as they were going through the assignment, they didn't have a crystal clear vision of how it was going to be shared and where exactly it was going to be shared. All we had said was if you give us permission, we will share it publicly through inappropriate means. So they didn't like that, that just unsettled them a little bit, but it was also linked to some of the other things that they felt about the assignment. They did struggle with the technical aspects of the work in terms of actually using even Microsoft or something like Canva to actually make something that they were happy with, that they felt looked good enough to be shared and that impacted a little bit on how long the work took and how happy they were, you know, how on top of things they felt. They also struggled, now this is more interesting as starting to get into the meat of things, they also struggled with being able to envision who they were producing the work for. Now a little bit that went down to instructions a little bit too vague, but it was more about getting into this kind of philosophical idea of who is the public. Like we said, this will be available to the public, but they started thinking, who is the public? I don't understand what that means. They were also worried about, and this is getting into this more interesting area as well, they were worried about being qualified to advise people, is what they know at this point in time good enough for people to consume. So I'm going to still be talking about this slide here, but I want to show some of these quotes as I'm talking as well. Is that middle bit overlapping the heading as I see it? That's terrible. Just slightly, I'll tell you what it is. So in terms of their feedback, overall they liked the assignment. They found that it was either something that was completely new to them and they enjoyed the novel aspect of it, or depending on what other modules they had already taken, they thought it was similar to some of the other more innovative assignments that they had taken, but they liked that. They were compared to other assignments where they had to do presentations or do peer feedback or that kind of thing. And they said it's nice to have these assignments that are different from regular report writing or essay writing assignments. They liked being able to see what other people did. Now they couldn't see what the others were doing as they were doing it, but the fact that things were shared after the assignment, could then see what the other students did, and it helped them appreciate and reflect on what they did versus what other people did and know that person must have been thinking differently about the assignment to come up with that compared to the way I was thinking in order to come up with what I came up with. They felt that the assignment was more real compared to an assignment that no one except the marker in them was ever going to see. They felt that this was a more authentic assignment. And the really interesting, that bottom right quadrant just says the word you can't see is qualified, so it's qualified to advise. The big thing was it made, and all three of the students that we talked to in that mini focus group or whatever the right term is for that, they all talked about it making them think more about certain things that they hadn't really thought much about before, so thinking more about the process by which information is produced in society, making them think more about their responsibility for the knowledge that they're producing, thinking more about how the public gets access to information, about what information do they see in society and where does it come from. I think that's everything I wanted to say. Maybe I'll just pop back. Is there anything else I'm missing on this one? I don't think so. I think that's everything. I think that's pretty much a summation on all the different results. So that's pretty much me. So the big thing this year is we are hoping, and I've just sent out the recruitment notices to this year's students taking developmental and educational psychology to try and get some more participants recruited, and we're hoping to get more students. The absolute ideal would be if we could get two focus groups out of this year's crop. Last year I think we started our recruitment a little bit too late, and then it was harder to get them into focus groups. So that's me. I'm done. I'm three minutes fast by my estimation, but that's fine. Thank you so much, James. If we could all find the crop emoji, which has seemed to take it over this year's OER20, say thanks so much to James.