to become co-creators of knowledge

Open Pedagogy, Universal Design for Learning, and Appreciative Inquiry

the abuse of students

all members contributed content that ensured the course incorporated principles of Universal Design for Learning (UDL); diversity, equity, and inclusion (DEI); Indigenous pedagogies; and open pedagogy.

open access to courses or programs that are not for formal credit, although it may be possible to acquire badges or certificates for successful completion. MOOCs are a good example;

Because you didn’t change the instructional design of the book in any way

money

I’ve started off with a slightly different approach that each student should start of with a space of their own to manage and consider the implications of becoming the owner of their own story.

That is, we should not conflate Freire-as-historical figure with Freire-as-metaphor. As Susan Jarrett explains, metaphors as “figures of substitution” sometimes obscure the fact that “standing in for another” obviates the particulars that metaphor is intended to represent

critical pedagogy only offers “a way to see themselves as something other than the mindless functionaries of the state apparatus responsible for tidying the prose of the next generation of bureaucrats”

A growing number of scholars have demonstrated how student writing and the student experience can be positively enhanced when carried out on collaborative or public-facing digital platforms rather than learning management system

we might think about Open Pedagogy as an access-oriented commitment to learner-driven education AND as a process of designing architectures and using tools for learning that enable students to shape the public knowledge commons of which they are a part.

Embedded in the social justice commitment to making college affordable for all students is a related belief that knowledge should not be an elite domain.

If we merge OER advocacy with the kinds of pedagogical approaches that focus on collaboration, connection, diversity, democracy, and critical assessments of educational tools and structures, we can begin to understand the breadth and power of Open Pedagogy as a guiding praxis

First, we want to recognize that Open Pedagogy shares common investments with many other historical and contemporary schools of pedagogy.

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.

“Open Pedagogy,” as we engage with it, is a site of praxis, a place where theories about learning, teaching, technology, and social justice enter into a conversation with each other and inform the development of educational practices and structures.

Although providing a framing definition might be the obvious place to start, we want to resist that for just a moment to ask a set of related questions

OER-Enabled Pedagogy is the set of teaching and learning practices only practical in the context of the 5R permissions characteristic of open educational resources. Some people – but not all – use the terms “open pedagogy” or “open educational practices” synonymously.

This is, fundamentally, about the dream of a public learning commons, where learners are empowered to shape the world as they encounter it.

Knowledge consumption and knowledge creation are not separate but parallel processes, as knowledge is co-constructed, contextualized, cumulative, iterative, and recursive.

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.

as soon as it is a choice between awesome and open, I will choose awesome every time

massive, open, online course

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.

Nomadic Learners: The nthLearners

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

Establishing a New Compact

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.

Permeable Boundaries

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

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

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.

aul Stacey (2013) makes th

79.4%ofOERusersadaptresourcestofittheirneed

ThemoreeducatorsuseOER,themoretheyarewi

40.9%ofallformallearnersinoursampleconsiderthatOERhaveapositiveimpact in helping them complete their course of stud

unmeasurable outcome

open = creativity

open = expansion

open = agency

Open’ course designs

Open education can take a number of forms:

only possible in the context of the free access and 4R permissions

engageinopenandcollaborativenetworks,communities,andopenlysharedrepositoriesofinforma-tioninastructured

CANBEANARTFULANDPHILOSOPHICALACTTHATSUBVERTSLINEARITYANDPROMOTESALTERNATIVEORSCAFFOLDEDFORMSOFEXPRESSION.FROMTHATPERSPECTIVE,HYPERTEXTINGISFAIRLYAWESOME.

Domain of One’s Own

assignment, you should also provide a detailed description of how the assignment will be graded

Reciprocal Teaching = 0.74

Organizing and Transforming

Teacher Clarity

remix

Worked Examples

John Hattie’s book Visible Learning

David Wiley

What is Open Pedagogy?

series of radical educational paperbacks, published by Penguin in the series Penguin Education Specials in the 1970’s. These included: Paulo Freire Pedagogy of the Opprressed ; Paul Goodman Compulsory Miseducation; Ivan Illich De-Schooling Society; Everett Reimer School is Dead. 

talking about open pedagogy as the “second power of open.”

talking about open pedagogy as the “second power of open.”