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Renewable assignment

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A renewable assignment is a learning activity that are completed by students of a course that has worth outside of the specific setting of that course.[1] The value of a renewable assignment is the assignment, once completed by the students, can then be published for viewing and expansion by other students or by the wider scholarly community. These assignments are an important component of an open pedagogy model of learning.[2][1]

Definition and scope

Renewable assignments are any activity that can be adapted and reused and can be worked on others outside a rigid course or academic term.[3] A traditional or disposable assignment is an activity that a student submits and is graded and discarded.[2] These types of assignments are typically only seen by the teacher or instructor of the course and rarely has meaning outside of credit for completing the assignment and has no lasting impact outside that specific course.[4] These include essays, exams, and homework. In contrast, a renewable assignment is presented freely and openly to others after the course is complete. This provides an opportunity for other students or academics on a broader scale to continuously work on and improve the work. These assignments are a form of an authentic task, which enable students to apply their knowledge and learning in a realistic setting.[5] When completed online, these renewable assignments provide an , which has learning benefits[6] for the student, and if licensed as an Open Education Resource (OER) under a Creative Commons License, the assignment may also have a lasting benefit to the broader scholarly community.[7]

Popularity

Renewable assignments have gained more popularity since university teaching has shifted from a lecturer disseminating their knowledge in front of the class, to a more student-centered, constructivist approach. When given a reusable assignment, students then become an active learners, capable of constructing and developing their own knowledge.[8] Instead of listening passively, the take on a more active role in their thought development and education.

Computers have allowed for easier collaboration and exposure to students work.

Renewable assignments are popular among digitally capable students.[9] It can help students feel like their effort has value since their submissions are visible beyond the markbook of a course.[10] This knowledge that their work is exposed to a wider audience can motivate them to exert more effort and produce better work than if it wasn't seen by others. Renewable assignments tap into the notion that students want recognition for their efforts.[11]

Examples

These types assignments can take many different forms. For example, a group of students could co-create or update an existing glossary in an open source textbook,[12] or a cohort of instructional designers can produce an online textbook about project management.[13] Other examples can include developing a public interest website, creating content for the H5P Content Hub where interactive content can be shared and reused, or reviewing relevant textbooks for their chosen subject.[14] Even articles written on Wikipedia can be used as a form of renewable assignment,[15] as health science students who want to share public health information can update the content of those specific articles.[16]

References

  1. ^ a b Clinton-Lisell, Virginia; Gwozdz, Lindsey (2023-04-03). "Understanding Student Experiences of Renewable and Traditional Assignments". College Teaching. 71 (2): 125–134. doi:10.1080/87567555.2023.2179591. ISSN 8756-7555.
  2. ^ a b Jhangiani, Rajiv (2017). "E-xcellence in Teaching Essay: Ditching the "Disposable Assignment" in Favor of Open Pedagogy". The Society for the Teaching of Psychology. Retrieved 24 May 2024.
  3. ^ Chen, Baiyun (2019-02-12). "Foster Integrative Learning with Renewable Assignments". University of Central Florida. Retrieved 2024-09-17.
  4. ^ Seraphin, Sally B.; Grizzell, J. Alex; Kerr-German, Anastasia; Perkins, Marjorie A.; Grzanka, Patrick R.; Hardin, Erin E. (March 2019). "A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research". Psychology Learning & Teaching. 18 (1): 84–97. doi:10.1177/1475725718811711. ISSN 1475-7257.
  5. ^ Herrington, Jan (October 13–17, 2006). "Authentic e-learning in higher education: Designing principles for authentic learning environments and tasks". Key Note Address at World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2006. Retrieved 25 October 2014.
  6. ^ Ohri, Faheem; Westmore, Megan R.; Thomas, Latisha; Chakraborty, Priyanjali; Mauldin, Rebecca L. (2024-04-03). "The Use of Open Educational Resources and Renewable Assignments in Social Work Ph.D. Programs in the United States". Open Praxis. 16 (2): 180–194. doi:10.55982/openpraxis.16.2.626. ISSN 2304-070X.
  7. ^ Wiley, David; Webb, Ashley; Weston, Sarah; Tonks, DeLaina (2017). "A Preliminary Exploration of the Relationships Between Student-Created OER, Sustainability, and Students Success". International Review of Research in Open and Distributed Learning. 18 (4). doi:10.19173/irrodl.v18i4.3022.
  8. ^ o'Connor, Kate (2022). "Constructivism, curriculum and the knowledge question: Tensions and challenges for higher education". Studies in Higher Education. 47 (2): 412–422. doi:10.1080/03075079.2020.1750585.
  9. ^ Humaid Al Abri, Maimoona; Dabbagh, Nada (April–June 2019). "Testing the intervention of OER renewable assignments in a college course" (PDF). Open Praxis. 11 (2): 195–209. ISSN 2304-070X. Retrieved 2024-09-16.{{cite journal}}: CS1 maint: date and year (link)
  10. ^ "Non-disposable assignments and why you should use them – Open Education @ UAF". Retrieved 2024-05-10.
  11. ^ "Toward Renewable Assessments – improving learning".
  12. ^ Wallis, Peter. "Examples of Structured Renewable Assignments".
  13. ^ Randall, D; Johnson, L; West, R; Wiley (2013). "Teaching, doing and sharing project management: The development of an instructional design project management textbook". Educational Technology. 53 (6): 24–28.
  14. ^ Wallis, Peter. Structured Renewable Assignments.
  15. ^ Azzam, Amin; Bresler, David; Leon, Armando; Maggio, Lauren; Whitaker, Evans; Heilman, James; Orlowitz, Jake; Swisher, Valerie; Rasberry, Lane; Otoide, Kingsley; Trotter, Fred; Ross, Will; McCue, Jack D. (2017). "Why Medical Schools Should Embrace Wikipedia: Final-Year Medical Student Contributions to Wikipedia Articles for Academic Credit at One School". Academic Medicine. 92 (2): 194–200. doi:10.1097/ACM.0000000000001381. PMC 5265689. PMID 27627633.
  16. ^ Smith, D. (2023). "Leveraging Wikipedia in undergraduate health sciences education: A key tool for information literacy and knowledge translation". The Journal of the Canadian Health Libraries Association. 44 (3): 79–84. PMC 11081111. PMID 38737529.
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