194 Matching Annotations
1. Last 7 days
1. 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.

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3. Sep 2023
4. geoffcain.com geoffcain.com
1. They will also start to critically question media that they didn’t create.

open pedagogy/info lit connection

2. open pedagogy where students are not only demonstrating that they have met the outcomes of an assignment, but they are also learning to own the media with which they are creating

note how open pedagogy is not necessarily tied to OER

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5. milnepublishing.geneseo.edu milnepublishing.geneseo.edu
1. understanding the implications of working openly

This is an under-examined aspect of info lit

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6. Aug 2023
7. Local file Local file
1. Diesen organizistischen Überlegungen über das ge-schichtliche Werden, das einem »verborgenen Plan«(Menke-Glückert) folgt, ordnete Warburg einen weiterenZettel zu, auf dem er sich eine Stelle aus Ernst Bern-heims Lehrbuch der Historischen Methode notiert, inder auf Wilhelm Wundt verwiesen wird, der darlegt, soexzerpiert Warburg, »daß historische AllgemeinvorgängeAnwendungen allgemeiner psychologischer Prinzipiensind, wie z. B. die Reaktion eine Anwendung des Principsder Kontrastverstärkung« ist.362

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.

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8. Jun 2023
9. Local file Local file
1. The command to schools—the invective about education—was, perhaps as ever, Janus-like: the injunction was to teach more and getbetter results, but to get kids to be imaginative and creative at the same time.They had to learn the facts of science, but they shouldn’t have original thinkingsqueezed from them in the process. It was the formal versus progressivecontroversy in a nutshell.

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

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10. Apr 2023
1. At its core, critical information literacy is an attempt to render visible the complex workings of information so that we may identify and act upon the power structures that shape our lives.

transparency of systems

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12. milnepublishing.geneseo.edu milnepublishing.geneseo.edu
1. Balancing privacy considerations and open sharing is a critical consideration

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

2. We discussed how students may not want to share their work openly or publicly and needed an option to share with the class without sharing with the world.
3. where students take on the role of knowledge creators and share their work and their learning with others

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

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13. certificates.creativecommons.org certificates.creativecommons.org
1. 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.”"

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14. Mar 2023
1. 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.

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

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17. Feb 2023
18. web.hypothes.is web.hypothes.is
1. What are the differences and affordances in moving from cadavre exquis to Eno/Schmidt's Oblique Strategies to ChatGPT?

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19. Nov 2022
20. Local file Local file
1. It’s a basic question—what are children and young people in school for?

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21. docdrop.org docdrop.org
1. Weare on record as holding that unlimited educational opportunity-or, speaking practically, educational opportunity thatis limited only by individual desire, ability, and need-is themost valuable service that society can provide for its members.

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?

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22. Oct 2022
23. Local file Local file
1. Émile flew offthe shelves in 18th-century Paris. In fact, booksellers found it more profitable torent it out by the hour than to sell it. Ultimately the excitement got too much forthe authorities and Émile was banned in Paris and burned in Geneva

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?

2. Rousseau’sheretical view was that anything which was outside children’s experience wouldbe meaningless to them, much as Plato, Comenius, and others had warned. Hisinsights had condensed principally out of the prevailing intellectual atmosphereat the time—empiricism, explicated by philosophers such as John Locke. We’lllook at Locke and Rousseau in more detail in Chapter 2.

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?

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24. docdrop.org docdrop.org
1. The Activity and Art of Reading 15 If you ask a living teacher a question, he will probably answer you. If you are puzzled by what he says, you can save yourself the trouble of thinking by asking him what he means. If, however, you ask a book a question, you must answer it yourself.

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

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25. Jun 2022
26. hybridpedagogy.org hybridpedagogy.org
1. But systems of schooling and educational institutions–and much of online learning– are organized in ways that deny their voices matter. My role is to resist those systems and structures to reclaim the spaces of teaching and learning as voice affirming. Voice amplifying.

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?

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27. medium.com medium.com
1. certain sub-currents in their thought. One being the proposition that the original (or translated) texts of the most influential Western books are vastly superior material to study for serious minds than are textbooks that merely give pre-digested (often mis-digested) assessments of the ideas contained therein.

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?

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28. windowsontheory.org windowsontheory.org
1. essentially all neuroscientists agree that our understanding of the brain is nowhere near the level that it could be used to guide curriculum development.

This looks like an interesting question...

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29. May 2022
30. docdrop.org docdrop.org
1. in human memory they call it external context um so we have 00:35:59 so the external context for instance is the the spatial cues and the other items that are kind of attached to the note right

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?

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31. Apr 2022
32. Local file Local file
1. Shenkar wouldlike to see students in business schools and other graduate programs taking

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?

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33. Mar 2022
34. Local file Local file
1. In a study published in 2020, for example, Macedonia and a group of sixcoauthors compared study participants who had paired new foreign-languagewords with gestures to those who had paired the learning of new words withimages of those words. The researchers found evidence that the motor cortex—the area of the brain that controls bodily movement—was activated in thegesturing group when they reencountered the vocabulary words they hadlearned; in the picture-viewing group, the motor cortex remained dormant. The“sensorimotor enrichment” generated by gesturing, Macedonia and hercoauthors suggest, helps to make the associated word more memorable

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.

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35. Jun 2021
36. Local file Local file
1. Butler then moves on toquote—not Cicero, as Wilson does—but Quintilian, who among classical authorities is the mostskeptical about the art of memory’s efficacy (see endnote 4). Echoing Quintilian’s complaint, Butlersays that it is probably more difficult to construct a memory palace than simply to remember thingsby rote (54–55).

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.

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37. May 2021
38. journals.plos.org journals.plos.org
1. Further, while the notion of ‘steps’ is often used in education as a way to scaffold knowledge, in the case of the Australian Aboriginal memory technique, there is also literal use of the term ‘steps’ as the following quote highlights: “[w]alking around and looking at the trees was a good visual tool to relate to corresponding steps in the cycle”. Kelly [1, p. 20] concurs and refers to the way Indigenous cultures use geography and landscape to create “memory spaces” and even “narrative landscapes”.

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.

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39. Apr 2021
1. 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

• 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.

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41. Mar 2021
42. tatianamac.com tatianamac.com
1. I've broken down each base medium with some of its benefits, tips, and opportunities to make your content more accessible.

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]]?

2. No matter how engaging, funny, well-produced the video is, I will not be able to retain it unless I cannot read along.

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.

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43. danallosso.substack.com danallosso.substack.com
1. I hadn't really thought that much about the pedagogical aspects (they don't really teach PhD historians pedagogy where I went to school, or I missed it somehow, so I've been trying to educate myself since then).

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.

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44. Feb 2021
45. www.erudit.org www.erudit.org
1. les objectifs à atteindre ne sont pas codés au départ

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.

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46. Oct 2020
47. teaching.temple.edu teaching.temple.edu
1. Our work, said Campbell, is not to graduate more students, but to enable students to graduate themselves.

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48. robinderosa.net robinderosa.net
1. working in public, and asking students to work in public, is fraught with dangers and challenges.
2. If OER is free, what hidden costs exist in its production? Making these textbooks is taking me a chunk of time in the off-season.  Thanks to my salaried position, I feel ok about putting in the overtime, but it’s a privilege my colleagues who teach under year-to-year part-time non-contracts can’t afford. Who should be funding OER creation? Institutions? Students? For-profit start-ups? How will you invest time in this project without obscuring the true costs of academic labor? Right now, we pass the corruptly high cost of academic publishing onto the backs of academia’s most vulnerable members: students. But as OER gains steam, we need to come up with funding models that don’t land us back in the same quagmire of exploitation that we were trying to get out of.

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

3. Most of the actual texts in the Heath were public domain texts, freely available and not under any copyright restrictions.  As the Heath produced new editions (of literature from roughly 1400-1800!), forcing students to buy new textbooks or be irritatingly out of sync with page numbers, and as students turned to rental markets that necessitated them giving their books back at the end of the semester, I began to look in earnest for an alternative.

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.

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49. homonym.ca homonym.ca
1. Paquette outlines 3 sets of foundational values of open pedagogy, namely:  autonomy and interdependence; freedom and responsibility; democracy and participation.
2. open pedagogy is currently a sort of proxy for the use and creation of open educational resources as opposed to being tied to a broader pedagogical objective.
3. And to Vivian Rolfe’s point made at OpenEd 16, are we are paying enough attention to voices of the past?

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.

4. us ed tech folks will recognize some of the themes – individualized learning, learner choice, self-direction, – to name a few.

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

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50. opencontent.org opencontent.org
1. Because students know their work will be used both by their peers and potentially by future generations of students, they invest in this work at a different level.

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.

2. Free to accessFree to reuseFree to reviseFree to remixFree to redistributeThe question becomes, then, what is the relationship between these additional capabilities and what we know about effective teaching and learning? How can we extend, revise, and remix our pedagogy based on these additional capabilities?

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?

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51. nextthought.com nextthought.com
1. They are allowed to operate independently and explore with personal freedom.

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.

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52. online.umkc.edu online.umkc.edu
1. The current buzz about open pedagogy got kick-started in David Wiley’s 2013 blog post. Wiley defined open pedagogy as any approach or technique that would not be possible without the “5Rs” (at the time listed as the “4Rs plus free to access”: free to access, free to reuse, free to revise, free to remix, free to redistribute – the right to retain came later…) of OER.

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53. Dec 2019
54. homonym.ca homonym.ca
1. 3 sets of foundational values of open pedagogy, namely:  autonomy and interdependence; freedom and responsibility; democracy and participation.

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

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55. Oct 2019
1. “When we call anything “open” we need to clarify: What are we opening, how are we opening it, for whom, and why?”

Good and necessary questions

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57. wisc.pb.unizin.org wisc.pb.unizin.org
1. Ideally, an open pedagogy project explicitly welcomes future participation and adaptation (Robbins, “Guidelines”).

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.")

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58. Sep 2019
59. jime.open.ac.uk jime.open.ac.uk
1. Supporting Personalised Learning Frequently mentioned throughout the interviews was the goal of allowing learners to explore their personal interests, culture and social context through assessment. Several participants sought to design assessment that allowed learners to tap into these aspects of their personal lives. Where learners could exercise choice and pursue projects of personal interest, a greater sense of ownership was observed. James commented that “they love the idea that they are in control of what they do”, when given more choice around assessment. Other participants suggested it was possible to have learners working on projects that could benefit their personal lives or professional trajectories as part of formal coursework. In her final assignment, Olivia provides the learners “absolute free reign in terms of what kind of a thing they produced.” Learners use their creative interests to develop resources for the course, as Olivia reflects “some opted for essays still, but other students created digital timelines, infographics, podcasts, comic books, videos.” Personalisation of assessment was suggested to allow learners to represent and situate themselves authentically and creatively through their work.

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.

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60. Jun 2019
61. www.edsurge.com www.edsurge.com
1. about what is good work for this class, what does that look like

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

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62. Feb 2019
63. wisc.pb.unizin.org wisc.pb.unizin.org
1. Ideally, an open pedagogy project explicitly welcomes future participation and adaptation (Robbins, “Guidelines”).

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.")

2. it is also the process of designing architectures and using tools for learning that enable students to shape the public knowledge commons of which they are a part

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.

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64. Jan 2019
65. www.chronicle.com www.chronicle.com
1. Am I having my students read a bunch of monographs, all authored by white males, for example?

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.

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66. Nov 2018
67. bccampus.ca bccampus.ca
1. At its core, open pedagogy is teaching practices that facilitate the collaborative and transparent construction of knowledge made openly available through online communities.

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

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68. May 2018
69. tlp-lpa.ca tlp-lpa.ca
1. Eight Attributes of Open Pedagogy
2. Open Pedagogy

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70. Apr 2018
71. www.openpraxis.org www.openpraxis.org
8
1
1. The eight distinct sub-topics within open education over the past four decades were identified as open access, OER, MOOCs, open educational practice, social media, e-learning, open education in schools and distance learning.

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.

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1. Butte Biology

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73. Mar 2018
74. press.rebus.community press.rebus.community
1. Try, explore, fail, share, revise.

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!

2. Let students curate course content.

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

3. Build course policies, outcomes, assignments, rubrics, and schedules of work collaboratively with students. Once we involve students in creating or revising OERs or in shaping learning architectures, we can begin to see the syllabus as more of a collaborative document, co-generated at least in part with our students.

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

4. Students can choose to openly license the work that they post on these sites, thereby contributing OERs to the commons; they can also choose not to openly license their work, which is an exercising of their rights and perfectly in keeping with the ethos of Open Pedagogy. If students create their own learning architectures, they can (and should) control how public or private they wish to be, how and when to share or license their work, and what kinds of design, tools, and plug-ins will enhance their learning. It is important to point out here that open is not the opposite of private.

Yes. Shades of open. Informed agency.

5. So one key component of Open Pedagogy might be that it sees access, broadly writ, as fundamental to learning and to teaching, and agency as an important way of broadening that access.

Access + agency = Open Pedagogy

6. Will they be able to read their Chemistry textbook given their vision impairment? Will their LMS site list them by their birth name rather than their chosen name, and thereby misgender them? Will they have access to the knowledge they need for research if their college restricts their search access or if they don’t have Wi-Fi or a computer at home? Are they safe to participate in online, public collaborations if they are undocumented? Is their college or the required adaptive learning platform collecting data on them, and if so, could those data be used in ways that could put them at risk?

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

7. Open Pedagogy” as a named approach to teaching is nothing new. Scholars such as Catherine Cronin,[1] Katy Jordan,[2] Vivien Rolfe,[3] and Tannis Morgan have traced the term back to early etymologies. Morgan cites a 1979 article[4] by the Canadian Claude Paquette: “Paquette outlines three sets of foundational values of Open Pedagogy, namely: autonomy and interdependence; freedom and responsibility; democracy and participation.”

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

8. We hope that this chapter will inspire those of us in education to focus our critical and aspirational lenses on larger questions about the ideology embedded within our educational systems and the ways in which pedagogy impacts these systems. At the same time we hope to provide some tools and techniques to those who want to build a more empowering, collaborative, and just architecture for learning.

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.

9. avoid digital redlining,[26] creating inequities (however unintentionally) through the use of technology.

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.

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75. homonym.ca homonym.ca
1. “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/.

2. For Paquette, open is very much about learner choice, (albeit for him this is really about creating a classroom environment where this can be optimized).  Good stuff right? Of course, this becomes much more fascinating if you consider the sociopolitical context in which these ideas were playing out.

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

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76. affordablelearning.osu.edu affordablelearning.osu.edu
1. On-Demand Learning

ON-DEMAND LEARNING

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

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78. press.rebus.community press.rebus.community
1. Este libro fue creado íntegramente por estudiantes en la sección de otoño de 2016 del Seminario de primer año en la Universidad Estatal de Plymouth. Llamamos al curso "OpenSem" porque se organizó en torno a un conjunto básico de prácticas pedagógicas abiertas. El tema del curso fue "¿De quién es este curso, de todos modos?" Los estudiantes crearon todos los resultados de aprendizaje, tareas, políticas de curso y procesos de calificación. Los estudiantes seleccionaron el contenido y crearon el plan de estudios a medida que se desarrollaba el curso. Los estudiantes publicaron todo el trabajo en sus propios ePorts públicos, obtuvieron una licencia que funciona abiertamente, y luego cedieron una muestra de ese trabajo a esta colección para compartirla fácilmente. Puede ver nuestro hashtag en Twitter en #opensem y ver el programa en

This part I identify with "Learner Generate"

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79. press.rebus.community press.rebus.community
1. Aunque el maestro dicte lo que se aprende, los estudiantes deciden qué parte de esa información recogen. Nadie ayudará a un alumno si no comienza a ayudarse a sí mismo. En conclusión, esta es la razón por la que la

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

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80. Feb 2018
81. www.yearofopen.org www.yearofopen.org
1. “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/.

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82. Nov 2017
83. www.insidehighered.com www.insidehighered.com
1. The Pedagogy of Boredom

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84. halfanhour.blogspot.com halfanhour.blogspot.com
1. This is certainly how the debate about licensing has played out.

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.)

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85. Oct 2017
86. press.rebus.community press.rebus.community
1. And they invite faculty to ask questions about how we can impact access in ways that go beyond textbook costs

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.

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87. Sep 2017
88. teaching.temple.edu teaching.temple.edu
1. Our work, said Campbell, is not to graduate more students, but to enable students to graduate themselves

take charge of their education

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89. Aug 2017
90. opencontent.org opencontent.org
1. Perhaps we should only use open as a modifier for other pedagogies,

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?

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91. Jul 2017
92. www.yearofopen.org www.yearofopen.org
1. Attributes of Open Pedagogy: A Model for Using Open Educational Resources

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

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93. er.educause.edu er.educause.edu
1. The focus is not so much on what we are learning but on how we are learning.5

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

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94. May 2017
95. remakelearning.org remakelearning.org
1. ne critical element in the effectiveness of these networks is “working in the open.” This includes a number of simple practices commonly associated with open source software: making curriculum and tools easy for others to discover; publishing using an editable format that allows others to freely use and adapt them; using an open license like Creative Commons. It also includes a set of work practices that make it easy for people to collaborate across organizations and locations: collaborative writing in shared online documents; shared public plans on wiki or other editable documents; progress reports and insights shared in real time and posted on blogs. These simple practices are the grease that lubricates the network, allowing ideas to flow and innovations to spread. More importantly, they make it possible for people to genuinely build things together—and learn along the way. This point cannot be emphasized strongly enough: when people build things together they tend to own them emotionally and want to roll them out after they are created. If the people building together are from different institutions, then the innovations spread more quickly to more institutions.

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.

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96. Apr 2017
97. press.etc.cmu.edu press.etc.cmu.edu
1. Open Digital Literacy

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

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98. bavatuesdays.com bavatuesdays.com
1. I think the locking down of open is dangerous. I think it draws lines where they need not be, and it reconsolidates power for those who define it. More than that, the power around open has been pretty focused on a few people for too long, and I count myself amongst them.

amen.

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99. opencontent.org opencontent.org
1. How Is Open Pedagogy Different?

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100. cteblog.ku.edu cteblog.ku.edu
1. Turning open education into a social movement

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101. wordpress.com wordpress.com
1. an invaluable resource for getting started in understanding what “open” is, as well as how it has been applied and practiced across multiple types of institutions, disciplines, and educational settings.

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102. www.ubiquitypress.com www.ubiquitypress.com

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103. www.edx.org www.edx.org
1. Introduction to Open Education

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104. Mar 2017
105. stream.langara.bc.ca stream.langara.bc.ca
1. Robin DeRosa - Beyond OER: The Promises, Pitfalls, and Potential of Open Education

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106. wordpress.com wordpress.com
1. I think some of the most promising work in the future is having students explore that explanation space, and coming face-to-face with their own ignorance, as we all must do.

garden vs. stream

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107. catherinecronin.wordpress.com catherinecronin.wordpress.com
1. OEP and open pedagogy: #OEGlobal reflections

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108. openedgroup.org openedgroup.org
1. Open Pedagogy Library

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109. webliteracy.pressbooks.com webliteracy.pressbooks.com
1. Mike Caulfield Web Literacy for Student Fact-Checkers

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110. www.hastac.org www.hastac.org
1. massive, open, online course

use this as a timeline event?

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111. educon21.wikispaces.com educon21.wikispaces.com
1. Advocacy and use of free and/or open source tools and software wherever possible and beneficial to student learning;Integration of free and open content and media in teaching and learning;Promotion of copyleft content licenses for student content production and publication;Facilitation of student understanding regarding copyright law (e.g., fair use/fair dealing, copyleft/copyright);Facilitation and scaffolding of student personal learning networks for collaborative and sustained learning;Development of learning environments that are reflective, responsive, student-centred, and that incorporate a diverse array of instructional and learning strategies;Modeling of openness, transparency, connectedness, and responsible copyright/copyleft use and licensing; and,Advocacy for the participation and development of collaborative gift cultures in education and society.

Couros model of open pedagogy

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112. jgregorymcverry.com jgregorymcverry.com

interesting metaphor for open here

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113. net.educause.edu net.educause.edu
1. For two decades or more, we have experienced a steady, global Kerosion of appropriated state support. In the 1970s, state general revenue appropriations covered 85% of the core academic costs (faculty salaries, operating costs of academic units, core adminis-tration). Today, they cover about a third, and the share falls every year. There have been huge rises in tuition and fees, with no

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

2. Establishing a New Compact

Can open be the new compact?

3. Over time, these qualities drove American society to redefine the goal of higher education, which became, in Kerr’s words, “to serve less the perpetuation of an elite class and more the creation of a relatively classless society, with the doors of opportunity open to all through education.

open was the original goal of land grant institutions.

4. Permeable Boundaries

permeable boundaries and identities. Is permutation an important metaphor?

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114. www.irrodl.org www.irrodl.org
1. Open education is the combination of open licensing and web-based social media. It brings some fundamental challenges to the way we think about higher education and the institutional arrangements in which it is organized (Katz, 2008; Liyoshi & Kumar, 2008).1

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

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115. er.educause.edu er.educause.edu
1. The building blocks provided by the OER movement, along with e-Science and e-Humanities and the resources of the Web 2.0, are creating the conditions for the emergence of new kinds of open participatory learning ecosystems

John Seely Brown suggested open pedagogy would emerge.

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116. campustechnology.com campustechnology.com
1. open planning open products open post-hoc

woodward describng #thoughtvectors

2. Open pedagogy could be considered as a blend of strategies, technologies, and networked communities that make the process and products of education more transparent, understandable, and available to all the people involved.

Tom Woodward defintion

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117. jgregorymcverry.com jgregorymcverry.com
1. aul Stacey (2013) makes th

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

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118. oerresearchhub.files.wordpress.com oerresearchhub.files.wordpress.com

Remix is part of open pedagogy

2. ThemoreeducatorsuseOER,themoretheyarewi

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.

3. 40.9%ofallformallearnersinoursampleconsiderthatOERhaveapositiveimpact in helping them complete their course of stud

Open pedagogy may have positive results for learners.

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119. nextthought.com nextthought.com
1. unmeasurable outcome

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.

2. open = creativity

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

3. open = expansion

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

4. open = agency

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

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120. www.tonybates.ca www.tonybates.ca
1. Open’ course designs

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

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121. www.tonybates.ca www.tonybates.ca
1. Open education can take a number of forms:

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

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122. opencontent.org opencontent.org
1. only possible in the context of the free access and 4R permissions

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?

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123. Feb 2017
124. opencontent.org opencontent.org
1. Quick Thoughts on Open Pedagogy

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125. thatpsychprof.com thatpsychprof.com
1. Crucially, adopting OEP requires more of a shift of mindset than does adopting OER, more critical reflection about the roles of the instructor and the student when education continues to be based on content consumption rather than critical digital literacy despite information (and misinformation) being abundant.

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.

2. ‘what else can I do because of these permissions?’, we’ve come within striking distance of realizing the full power of open.”

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."

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126. www.mrowe.co.za www.mrowe.co.za
1. If we want to better understand when and how we lost our way with educational technology, we must go back to the early days of the Internet.

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

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127. pkp.sfu.ca pkp.sfu.ca
1. Using peer assessment for improving student work Involving students in self-assessment of their work and classroom performanc

These are new example of open pedagogy for me.

2. can include

Like that Kevin has framed the activities as "can"

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129. clintlalonde.net clintlalonde.net
1. Does Open Pedagogy require OER?

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130. openoregon.org openoregon.org
1. Open Pedagogy Conference

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131. openoregon.org openoregon.org
1. Archived webinar: Open Practices

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132. Jan 2017
133. pedablogy.stevegreenlaw.org pedablogy.stevegreenlaw.org
1. Virginia’s Faculty Collaboratives Project

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134. Dec 2016
135. bavatuesdays.com bavatuesdays.com
1. wasn’t a text in any strict sense,

Indeed. And neither is the Web.

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136. opencontent.org opencontent.org
1. competencies or learning outcomes, educational resources that support the achievement of those outcomes, assessments by which learners can demonstrate their achievement of those outcomes, and credentials that certify their mastery of those outcomes to third parties.

2. the assignment is impossible without the permissions granted by open licenses.

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?

3. remixing

How does this happen exactly?

4. create a small tutorial

Students creating wikis can function similarly.

5. to teach

Students as teachers, as experts, as knowledge producers.

6. disposable assignments.”

I've been think lately about an idea I'll now call "disposable tools": tools introduced in formal education that aren't really used outside the classroom.

It's true that the skills gained by using such education technology can be carried out of the classroom. And it's true that we need the safety of the walled garden some such platforms provide in some learning contexts. But what if professors and administrators started thinking about what tech to use in the classroom based on the sustainability of those tools? Asking, will this be useful to students beyond graduation?

7. How can we extend, revise, and remix our pedagogy based on these additional capabilities?

To me, and I may be short on imagination here, the bulk of the work is in connecting teaching and learning with bullets 3 and 4.

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137. catherinecronin.wordpress.com catherinecronin.wordpress.com
1. Defining OEP Overall, open education practitioners and researchers describe OEP as moving beyond a content-centred approach to openness, shifting the focus from resources to practices, with learners and teachers sharing the processes of knowledge creation. In their summary of the UKOER project, for example, Beetham, et al. (2012) explicitly define the project’s interpretation of OEP as practices which included the creation, use and reuse of OER as well as open learning, open/public pedagogies, open access publishing, and the use of open technologies. Ehlers (2011) defines OEP as “practices which support the (re)use and production of OER through institutional policies, promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning paths.”

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138. fltmag.com fltmag.com
1. by inserting comments in the audio recordings they’d submit to me (as opposed to worrying about whether or not it was ok to correct their French in class in front of their peers… something I had always been hesitant to do in spite of – or perhaps because of – what had been done to me!) or by recording an audio walkthrough of suggestions and corrections to the first drafts of their compositions (instead of handing back a blood-red “fixed” version of a composition in class).

2. There’s something to be said about making the text your own in this manner: my students took ownership of the content and (literally) left their mark on it!

Indeed!

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139. Oct 2016
140. www.steve-wheeler.co.uk www.steve-wheeler.co.uk
1. Pedagogy is leading people to a place where they can learn for themselves. It is about creating environments and situations where people can draw out from within themselves, and hone the abilities they already have, to create their own knowledge, interpret the world in their own unique ways, and ultimately realise their full potential as human beings.