One must wonder if the early use of typewriters to teach reading and writing research matches that of modern day use of computers and tablets in the same classrooms?

We could consider open pedagogy an innovation too, and even a next step from OER.

How to fold and cut a Christmas star<br /> Christian Lawson-Perfect https://www.youtube.com/watch?v=S90WPkgxvas

What a great simple example with some interesting complexity.

For teachers trying this with students, when one is done making some five pointed stars, the next questions a curious mathematician might ask are: how might I generalize this new knowledge to make a 6 pointed star? A 7 pointed star? a 1,729 pointed star? Is there a maximum number of points possible? Is there a minimum? Can any star be made without a cut? What happens if we make more than one cut? Are there certain numbers for which a star can't be made? Is there a relationship between the number of folds made and the number of points? What does all this have to do with our basic definition of what a paper star might look like? What other questions might we ask to extend this little idea of cutting paper stars?

Recalling some results from my third grade origami days, based on the thickness of most standard office paper, a typical sheet of paper can only be folded in half at most 7 times. This number can go up a bit if the thickness of the paper is reduced, but having a maximum number of potential folds suggests there is an upper bound for how many points a star might have using this method of construction.

open pedagogy/info lit connection

note how open pedagogy is not necessarily tied to OER

This is an under-examined aspect of info lit

Warburg definitely read Bernheim's Lehrbuch!!! He excerpted it! Though based on the footnote in the text, it may appear that his quotation was from the 1908 edition of Bernheim.

Machine translation of the German:

Warburg assigned another piece of paper to these organicistic considerations about historical development, which follows a »hidden plan« (Menke-Glückert), on which he noted a passage from Ernst Bernheim’s Lehrbuch der Historischen Method in which Wilhelm Wundt is referred to, who explains, as Warburg excerpts, »that historical general processes are applications of general psychological principles, such as e.g. B. the reaction is an application of the principle of "contrast enhancement".

362 Z. 0 02/0 0 0411. Warburg zitier t Wundt, Logik. Eine Untersuchung der Principien der Erkenntnis und der Methode wissenschaf tlicher Forschung, Stuttgar t 1895, Bd. II/2, S. 413, aus Ernst Bernheim, Lehrbuch der Historischen Methode und der Geschichtsphilosophie. Mit Nachweis der wichtigsten Quellen und Hilfsmit tel zum Studium der Geschichte, Leipzig 1908, S. 60 f.

Link to: https://hypothes.is/a/Th2g4kVoEe6OSV9qNo31rQ

Can the zettelkasten method be a means of fixing/helping with this problem of facts versus creativity in a programmatic way?

transparency of systems

This is a digital and information literacy issue that gets addressed in a very authentic way through this process.

Answers issue noted above

It may be worth considering whether or not some students want to share their work, and if they feel pressured into it.

Recommended Resource:

I recommend adding this doctoral research article on developing open education practices (OEP) in British Columbia, Canada. The scholarly article is released by Open University, a U.K. higher education institution that promotes open education.

Paskevicius, M. & Irvine, V. (2019). Open Education and Learning Design: Open Pedagogy in Praxis. Open University, 2019(1). DOI: 10.5334/jime.51

A relevant excerpt from the article reveals the study results that show OEP enhances student learning:

"Furthermore, participants reflected on how inviting learners to work in the open increased the level of risk and/or potential reward and thereby motivated greater investment in the work. This was articulated by Patricia who suggested “the stakes might feel higher when someone is creating something that’s going to be open and accessible by a wider community” as well as Alice who stated “students will write differently, you know, if they know it’s not just going to their professor.” The practice of encouraging learners to share their work was perceived by Olivia to “add more value to their work,” by showing learners the work they do at university can “have an audience beyond their professors.”"

The Language Master<br /> BBC - Michel Thomas<br /> [English CC]<br /> [Leg. PT-BR]

Michel Thomas is one of the most brilliant language teachers in the world. His usual clients are movie stars and business leaders. This programme takes him to a Sixth Form College in London to work with school pupils, to test his claim that he can teach anyone a language in a week - with no reading, writing or homework. The film also explores his personal history - as a hero of the French Resistance during WW II.

The Michel Thomas method involves: - slow build up of words, phrases, natural grammar - forced production of the language through practice - positive interaction - patience - no stress - no judgement - encouragement - constant evidence of progress

How does "understanding" of the language evolve out of this method? It's more like revelation rather than understanding...

This method appears much more atomic than that of SSiW (Aran Jones), but some of this is down to the fact that there's a live person who is able to unjudgementally prompt one with pieces which they've missed. The teacher has the context whereas the taped instructors do not. Presumably this sort of interpersonal prompting and context isn't necessarily required, but it can help to better lower the learner's stress and potentially speed up the learning process. It would require some standardization to set up a specific experiment to test between these two modes to tease this data out.

Reference key: [[Levy1997]]<br /> “The Language Master.” 1:33 : 1, color. London, UK: BBC 2, March 23, 1997. https://www.youtube.com/watch?v=O0w_uYPAQic.

This is an interesting idea - a Renewable assignment - is a living assignment (like a literary search in Hypothes.is for Biblical studies students.

What are the differences and affordances in moving from cadavre exquis to Eno/Schmidt's Oblique Strategies to ChatGPT?

This broadly applies to both oral and literate societies.

Desire, ability, and need are all tough measures however... each one losing a portion of the population along the way.

How can we maintain high proportions across all these variables?

Émile: or On Education was so popular that it was rented out by the hour for additional profit instead of being sold outright. [summary]

When did book rental in education spaces become a business model? What has it looked like historically?

Just as the ideas of liberty and freedom were gifted to us by Indigenous North Americans as is shown by Graeber and Wengrow in The Dawn of Everything, is it possible that the same sorts of ideas but within the educational sphere were being transmitted by Indigenous intellectuals to Europe in the same way? Is Rousseau's 18th century book Emile, or On Education of this sort?

What other sorts of philosophies invaded Western thought at this time?

What effect might this have on the learning process of purely oral cultures?

Modeling annotation and note taking can allow students to see that their voices matter in conversation with the "greats" of knowledge. We can and should question authority. Even if one's internal voice questions as one reads, that might be enough, but modeling active reading and note taking can better underline and empower these modes of thought.

There are certainly currents within American culture that we can and should question authority.

Sadly some parts of conservative American culture are reverting back to paternalized power structures of "do as I say and not as I do" which leads to hypocrisy and erosion of society.

Education can be used as a means of overcoming this, though it requires preventing the conservative right from eroding this away from the inside by removing books and certain thought from the education process that prevents this. Extreme examples of this are Warren Jeff's control of religion, education, and social life within his Mormon sect.

Link to: - Lawrence Principe examples of the power establishment in Western classical education being questioned. Aristotle wasn't always right. The entire history of Western science is about questioning the status quo. (How can we center this practice not only in science, but within the humanities?)

My evolving definition of active reading now explicitly includes the ideas of annotating the text, having a direct written conversation with it, questioning it, and expanding upon it. I'm not sure I may have included some or all of these in it before. This is what "reading with a pen in hand" (or digital annotation tool) should entail. What other pieces am I missing here which might also be included?

Are some of the classic texts better than more advanced digested texts because they form the building blocks of our thought and society?

Are we training thinkers or doers?

This looks like an interesting question...

Theory: The external context of one's physical surroundings (pen, paper, textures, sounds, smells, etc.) combined with the internal context, the learner's psychological state, mood, etc., comprises a potentially closed system where each part props up the other for the best learning outcomes.

Do neurodiversity effects help/hinder this process? What if people are missing one or more of these bits of contextualization? What does the literature look like in this space? Research?

courses on effective imitation.

If imitation is so effective, what would teaching imitation to students look like in a variety of settings including, academia, business, and other areas?

Is teaching by way of imitation the best method for the majority of students? Are there ways to test this versus other methods for broad effectiveness?

How can we better leverage imitation in teaching for application to the real world?

Manuela Macedonia and co-authors found that pairing new foreign words with gestures created activity in the motor cortex which helped to improve the associative memory for the words and the movements. Using images of the words did not create the same motor cortex involvement.

It's not clear which method of association is better, at least as written in The Extended Mind. Was one better than the other? Were they tested separately, together, and in a control group without either? Surely one would suspect that using both methods together would be most beneficial.

Construction is definitely work. The question about how much it may be should be addressed on a continuum of knowing or understanding particular concepts as well.

Creating palaces for raw data de-novo, as in a memory championship, takes a lot of practice for speed and the lack of relationships. However in a learning setting, it may be better to read, grasp, and understand material and then create a palace to contain the simple raw facts which might then also bring back other bits of the knowledge and understanding.

This might be a useful idea to explore further, gather some data, and experiment with.

Steps, diagrams, and other structures have been almost all that is left of potential mnemotechniques following educational reform in the late 1500s.

Is there any research on these sorts of knowledge scaffolds in modern education?

A classic example in Western culture can be seen in Eusebius' breaking the Bible down into smaller pieces using verses, though I don't think it was made canonical until during the Renaissance.

7:09 - Discussion of a custom template for use cases; this sounds a bit like some customization similar to Open Scholar on Drupal

Here's a link to Alan Levine's work here: https://cogdogblog.com/category/twu-portfolios/

What has support for WPMU looked like within the pandemic?

Laurie Miles, UNC Asheville

• Uptick with faculty looking for tools to be online. They've gone from 6 or 7 in past years to 17
• Sharing resources with colleagues within the department or at other institutions

Shannon Hauser, University of Mary Washington

• They've seen a disconnect between their LMS (Canvas) and Domains with the LMS winning out

Colin Madland, Trinity Western University

• Didn't have a culture of online teaching
• Fine arts department started tinkering and others within the department are using that template. They spent some time and thought in the Summer and that made it easier for them in the fall.

Jim Groom talked about a "motherblog" (a planet made via RSS). How can we center the idea of a webmention hub to do this?

There was a lot of reversion to what was comfortable in the move to all online pedagogy. Professors were comfortable with lectures, so they stuck with that. There wasn't an emphasis on actual learning.

I should note Glenn Zucman's art work to Colin to pass along to their art department. There could be a community of use cases that might help each other experiment and expand on their ideas.

Accessibility is definitely a great goal, but how can one also make it more memorable/rememberable or more sticky?

What methods are there outside of [[Made to Stick]]?

I'm wondering how people of various stripes like this and other versions may or may not relate to the variety of mnemotechniques out there.

Don't feel bad, I don't think many (any?!) programs do this. It's a terrible disservice to academia.

Examples of programs that do this would be fantastic to have. Or even an Open Education based course that covers some of this would be an awesome thing to see.

Ouverture des objectifs, en renversement direct de la conception inversée si chère à l'ingénierie pédagogique. Les résultats d'apprentissage ne sont pas dans une relation de causalité linéaire avec les objectifs d'apprentissages.

This is a nearly perfect question and something to watch in the coming years.

Repackaging public domain texts and charging a steep markup too much above and beyond the cost of the paper is just highway robbery. Unless a publisher is adding some actual annotative or analytical value, they shouldn't be charging outrageous prices for textbooks of this nature.

And of course, there's the flip side of thinking about the voices of the future as well. Looking at the past is a nice exercise, but consider what those in the past would have potentially done differently if they could have seen the future? We should spend a moment or two of reflection on what the future potentially holds with the prior of where we are right now.

Aren't these all just Montessori principles under a different name?

I'm wondering if Greg McVerry stated something along these lines at the beginning of EDU522? I suspected he's planning something along these lines, but I'm unsure if it was stated specifically. Students should also know about creative commons and be actively opting in to creating this content as open while they're doing it. They also shouldn't be forced into opening it up, or if they do, not necessarily taking credit for it if they choose not to.

I look at this and think immediatly about the Git model of allowing people to not only fork and reuse/redistribute pieces, but what about the ability to do pull requests to take improvements and push them back up the the source so that everyone potentially benefits?

There is still typically a "thing(s)" they need to learn, a goal they need to reach, or standards that are typically set, so the freedom only goes so far.

compare to Downes' MOOC design principles. Autonomy - diversity - openness - interactivity

Good and necessary questions

Timothy Robbins emphasizes this goal in his guidelines for contributors to the latest Rebus Community iteration of the Open Anthology of Earlier American Literature. In a distillation I find particularly elegant, he notes: "In its best iteration, “open pedagogy” entails the spread of access to knowledge with an invitation to participate in the re-creation of new knowledge" ("Guidelines: Section Introductions.") 

Giving learners more autonomy in their learning is a great pedagogical principle, and in the context of the article focusing on learning design, I can see how this fits with "open" as it does require that the course design needs to be more "open" as in flexible to allow for this kind of learner autonomy. There is overlap here between authentic learning and open pedagogy.

and perhaps what is good work for others, beyond the class...

Timothy Robbins emphasizes this goal in his guidelines for contributors to the latest Rebus Community iteration of the Open Anthology of Earlier American Literature. In a distillation I find particularly elegant, he notes: "In its best iteration, “open pedagogy” entails the spread of access to knowledge with an invitation to participate in the re-creation of new knowledge" ("Guidelines: Section Introductions.") 

Rajiv Jhangiani connects this point both to the 2008 Cape Town Open Education Declaration's outline of open pedagogy and to UNESCO's UNESCO’s Education for Sustainable Development Goals (or ESD), which he excerpts in more detail in his presentation:

“ESD does not only integrate contents such as climate change, poverty and sustainable consumption into the curriculum… It asks for an action-oriented, transformative pedagogy, which supports self-directed learning, participation and collaboration, problem-orientation, inter- and transdisciplinarity and the linking of formal and informal learning. Only such pedagogical approaches make possible the development of the key competencies needed for promoting sustainable development.”

Jhangiani, Rajiv. "Open Educational Practices in Services of the Sustainable Development Goals." Open Con, United Nations Headquarters, New York, 2018. Recording and transcript; Permalink.

We need better ways to incentivize the finding and sharing of these more diverse arrays of knowledge forms and knowledge producers, particularly I think at introductory levels. When faculty balk at the labor of finding appropriate and diverse readings, we need resources to show that some of the work has already been done.

This might be one of the most succinct definitions of open pedagogy I have seen.

What I notice is missing from here is open pedagogy which, as Tannis Morgan noted, has historical roots in the late 70's in Quebec. However, it may be that because this is a historical look at open education, and open pedagogy is a relatively recent (despite the work Tannis has discovered) area of interest for open educators, there may just be a lack of formalized research supporting the idea of open pedagogy.

Yes. Time to get past the fear of all of these things, especially the trying, failing and revising. And the exploring...yes, all of them!

Absolutely. The course should be something we make together rather than something students "take" and faculty "deliver."

Would love to see more institutional support and encouragement for doing this.

Yes. Shades of open. Informed agency.

Access + agency = Open Pedagogy

Crucial questions here. It's challenging for faculty to ask and answer all of them at the same time. But we simply must.

This historical framing is important - a wonderful reminder of previous democratizing and empowering currents in education.

For me this is an essential summons -- the pedagogies we cultivate and perpetuate are not ideologically neutral. Open Ed, OEP and Open Ped have the potential to challenge the neoliberal currents many of us find so antithetical to our calling and commitment as educators. Keeping the focus on the nexus of theory and practice is critical.

So many challenges here, and we really must address all of them. I'm also interested in learning how to make sure my websites and other affordances I use are accessible to people with disabilities.

“Open Pedagogy and a Very Brief History of the Concept.” Explorations in the Ed Tech World, 21 Dec. 2016, https://homonym.ca/uncategorized/open-pedagogy-and-a-very-brief-history-of-the-concept/.

I so appreciate this framing - context is essential (and always sociopolitical). Thank you!

ON-DEMAND LEARNING

Aaron Swartz. Guerilla Open Access Manifesto. Accessed March 11, 2018. http://archive.org/details/GuerillaOpenAccessManifesto.

This part I identify with "Learner Generate"

I think that this part it could be " reflexive practice"

“April Open Perspective: What Is Open Pedagogy?” Year of Open (blog). Accessed February 13, 2018. https://www.yearofopen.org/april-open-perspective-what-is-open-pedagogy/.

In fact, Rory McGreal adamantly argues that CC-BY-NC material is too restrictive to be called “OER”. We had a short exchange about this. In Quebec’s Cégep system, NC was the rule for reasons which are probably easy to understand. So the focus is on licenses, in this scene, not on practices. Hence the whole thing about Open Textbooks. Often made me wonder if any of these people had compared textbook-based teaching to any of the other modalities. In my teaching, textbooks are a problem, even when they’re open. Sure, some of those problems can be solved when you have access to the code and can produce your own textbook from that. That’s the typical solution offered in the GitHub sphere:

Just Fork It!

But the core problem remains: if you’re teaching with a textbook, you may not really be building knowledge with learners.

(Should probably move this here.)

Interesting point. Once we start talking about access through textbook costs, we open the door to faculty thinking about access in the other ways listed above too.

take charge of their education

I feel like this is where consensus between the parties divided above might come in. I don't know the right -ism, but aren't there many fundamental and shared pedagogical principles between open web and open resource advocates when it comes to how these things effect teaching and learning?

URL to this article: Attributes of Open Pedagogy: A Model for Using Open Educational Resources Educational Technology July-August 2015. Robert Schuwer

People need the ability to understand how to learn, NOT the just the ability to learn stuff.

These are all important aspects of open pedagogy, imo. Transparent, network practices that connect, but also create space and opportunities for particiaption by those on the edges. Working in the open is an invitation to particiaption to others.

Open Pedagogy as a focus instead? Use attributes (Hegarty) here?

amen.

garden vs. stream

Mike Caulfield Web Literacy for Student Fact-Checkers

use this as a timeline event?

Couros model of open pedagogy

interesting metaphor for open here

cite this for the failing social compact and the importance of open

Can open be the new compact?

open was the original goal of land grant institutions.

permeable boundaries and identities. Is permutation an important metaphor?

This seems to be one of the oldest defintions I could find

John Seely Brown suggested open pedagogy would emerge.

open planning open products open post-hoc

woodward describng #thoughtvectors

Tom Woodward defintion

Be as open as poissble, use modern online learnign pedagogies Use OER peer tp peer over self study use social learning leverage massive participation

Remix is part of open pedagogy

There is an insight here with pedagogy. Not sure what. As we use open pedagogy we oursleves become more open. Maybe part of the them that open is really a journey and state of mind.

Open pedagogy may have positive results for learners.

I think this has more to do with the domian rather than the nature of open learning. I coudl have open learning in basic physics where mroe traditional models of measurement coul;d track progress.

Is this a benifit or a quality. Chick and egg?

maybe networked , rather than expansion. I find students need many scaffolds of community to start.

A key principle is agency. Though could be combined with choice.

Yes we can (and shoudld) openly license our course work but what in our couse design must shitf when working in the open?

All of the descritpions of open pedagogy seem to put the openness on the content and artifacts and not in the learner.

This sets up a binary. You can not be "open"unless you are fully open? What does that mean when I draft a document on Google Docs? I have granualr control over permissions but someone own's my data. Is it open? Must learning occur on on a FOSS (free and open source software) to be considered part of open pedagogy?

I think there are already plenty of examples of OEP in the wild, just not identified as OEP. It may go under the name Digital Pedagogy, Student as Producer, Network Learning, Networks of Practice, Service Learning, Public Sphere Pedagogy.

With full respect to David, I might phrase this as "we've come within striking distance of realizing the full power of open educational resources."

...and a time when higher education WAS the internet

These are new example of open pedagogy for me.

Like that Kevin has framed the activities as "can"

Indeed. And neither is the Web.

These all feel very product driven from my perspective. Perhaps it's a necessarily administrative position. Of course, David himself has written about this elsewhere, but what about the process, what about pedagogy?

To me, this is a limited definition of "open." What exactly are we opening? Just the resource itself? Just the price or access to the resource? What about it's composition? Does opening the composition or interpretation of a close resource count as open pedagogy?

How does this happen exactly?

Students creating wikis can function similarly.