Srigley explores a couple of points that I touched on in my article, but didn’t fully understand. This first is what I’ve referred to as the “bullshit factor,” or the ability that my English major friends and I believed we possessed to “bamboozle” our professors with our sparkling prose and strikingly original analysis. It took me into my fourth year to realize that, in my arrogance, I hadn’t realized who was playing who. The professors saw right through our bullshit, but for various reasons were unwilling to call us on it. Instead they coddled us, encouraged us, praised us – and awarded us grades we didn’t deserve.

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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Introduction to Open Education

Robin DeRosa - Beyond OER: The Promises, Pitfalls, and Potential of Open Education

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.

OEP and open pedagogy: #OEGlobal reflections

Open Pedagogy Library

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

Conversely, western pedagogy continues to deal with content predominantly in the abstract form, in spite of attempts to contextualise subject matter.

Quick Thoughts on Open Pedagogy

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.

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

An educational framework integrated across social change methodologies would offer depth of content and breadth of experience, providing opportunities for students to develop their citizenship skills and hone their entrepreneurial abilities so that they can think and act effectively within systems. To develop such a framework, faculty, staff, and industry professionals will have to become changemakers themselves. We will need to understand the contexts of our diverse fields and institutions, build coalitions, and expand on each other’s experiences in new and creative ways as we support our students in pursuing social change.

As an ethical and political practice, a public pedagogy of wakefulness rejects modes of education removed from political or social concerns, divorced from history and matters of injury and injustice. Said’s notion of a pedagogy of wakefulness includes “lifting complex ideas into the public space,” recognizing human injury inside and outside of the academy, and using theory as a form of criticism to change things.[xxv] This is a pedagogy in which academics are neither afraid of controversy or the willingness to make connections that are otherwise hidden, nor are they afraid of making clear the connection between private issues and broader elements of society’s problems.

required guidelines

simply incorporating a technological tool without reflecting upon pedagogical change isn’t digital pedagogy

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.

These are positive, incremental improvements in the quality and flexibility of our classrooms, but are nowhere near being transformational (Laurillard, 2007). This is not the use of technology that I’m interested in

Here, incubation becomes a method to develop a mindset for engaging with the world.

There is an unsettling gap between our pedagogical goals and the structural rewards of university. Students fear that taking chances in an assignment might mean a lower grade. Taking a class outside their main discipline might prove a stretch and lower their GPA. This produces risk-averse behaviour rather than bold, fearless action. We need opportunities to better align the learning goals we say we aspire to teach and the learning outcomes we get.

Using peer assessment for improving student work Involving students in self-assessment of their work and classroom performanc

can include

What is POGIL? POGIL is an acronym for Process Oriented Guided Inquiry Learning.

If you strive to see behavior change in your participants and are willing to drop the more comfortable role of constantly “telling”, and  these guidelines will help. Ask questions. Plan and integrate questions that will spur not-so-easy thinking and feeling. Be provocative. Be willing to name dynamics, factions, or hidden assumptions in the group…with the positive intention of causing disequilibrium and curiosity. Encourage experimentation. Balance your “Telling” role with opportunities for participants to explore, create, and make mistakes.

Does Open Pedagogy require OER?

Since imagination has always been esteemed a most favorable omen of future development, it should in no way be dulled.

There is a danger that in-struction in advanced philosophical criticism may lead to an abnonnal growth of abstract intel-lectualism, and render young people unfit for the practice of eloquence.

Open Pedagogy Conference

Archived webinar: Open Practices

Virginia’s Faculty Collaboratives Project

wasn’t a text in any strict sense,

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.

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

remixing

create a small tutorial

to teach

disposable assignments.”

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

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.”

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).

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!

Digital literacies are not solely about technical proficiency but about the issues, norms, and habits of mind surrounding technologies used for a particular purpos

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.

you could teach for information literacy, but not teach information literacy

New Directions in Open Education

Higher education is moving away from its traditional emphasis on the instructor, however, replacing itwith a focus on learning and the learner.

Ashift is taking place in schools all over the world as learners are exploring subject matter through the act of creation rather than the consumption of conten

Blended Course Design

From Andragogy to Heutagogy

trigger warnings are a fundamental part of feminist teaching because they help create a community of learners who acknowledge difference.

Six Things Faculty Can Do to Promote Student Engagement

The web breaks us out of a product-centered publishing cycle and allows us to become part of an ongoing flow, in which knowledge is perpetually negotiated within networks.

New Hampshire System Plans Open Education Push

open education

If the limitations are acknowledged and accounted for, there is no reason why open education should not offer genuine opportunities for promoting equity of access to higher education

If texts — content — are at the heart of a course, and content is now shaped into a process that depends on learner engagement in order to function fully, then OER propels us into truly student-centered territory.

Designing for Open Pedagogy with CCCOER

Wiggins and McTighe’s solutions—backward design, sharing detailed rubrics with students, etc.—are certainly the right way to do teacher-centered, standards-driven education based on measurable outcomes.

All pedagogy is digital pedagogy. Unless it has blinders on.

nalogies between teaching and various aspects of show business or guidance counseling are more often than not excuses for having abdicated the task

neg­a­tive effect occurs in class­rooms where lap­tops and tablets are per­mit­ted with­out restric­tion and in class­rooms where stu­dents are only per­mit­ted to use tablets that must remain flat on the desk surface.

A public must allow for new members to join as the old fade away. A public must not die every semester. 

My experimentation with open pedagogy – and my attempts to guide students’ learning with/in and across open platforms – was a social endeavor that invited reciprocal networking.

Digital tools offer the opportunity to refocus how power works in the classroom.

Pedagogy in Public: Open Education Unbound

 In particular, connectivist-based scholars make the argument students must develop the skills necessary to filter, organize, remix, repurpose, and disseminate information.

Convinced that big undergraduate lectures are ineffectual, Wieman long ago ditched those big performances in favor of getting students to problem-solve. He gets them actively engaged with course material, working in smaller groups. The techniques have become known as an evidence-based, "active learning" style of teaching.

networked discovery of connections would be at the center of both the learning environment as designed by faculty and the learning environment as experienced by students

When you see young people as agents of change, rather than objects to be changed,

Students as Authors: Why Students Should Publish Their Class Essays Online

It also arguably just shifts the costs of a broken system from students to the library.

involving students throughout the entire process

it sometimes isn’t enough just to say “this will save students money so we should do it.

“While we have the ‘must do’ layer, there’s also that little bit of subversion here, giving kids that little bit of creativity and maybe a ray of hope,” Reisinger said. “I want them to learn that learning is not all about what someone else preordains for you. It’s OK to tinker and play with things.”

Often you will need to work closely with technical experts on your campus, not simply as resources, but as co-creators. Take advantage of opportunities to collaborate with staff and faculty across the disciplines in different ways, experimenting and brainstorming in the new vocabulary of DH that accommodates insights and approaches from all fields.

and I must always let that stirring call me to critical practice in my teaching.

What occurs when we decide that agency and not expertise is the core principle of learning is that we must, as teachers, learn to see the very best in students.

A Framework for Identifying and Evaluating Openly Networked Connected Learning Course Designs

Educational practice first

So much good work in pedagogy is now being done that they had a three-year lag between article acceptance and publication

Many times, the work we do as educators is actually taking away some of the most powerful learning from our students.

Every child writes about something personally meaningful.

Perhaps more important, they are likely to understand what they read—and, as a result, to enjoy reading.

participate

Every child a reader"

Rhizomatic learning as an open pedagogy

Open Pedagogy: Moving Forward

A Pre-flight Check: Response to Wiley’s Open Pedagogy Challenge

Notes on Open Pedagogy

The OER is used to devise interactive ways of using OER to promote students’ engagement in the problem-solving process.

Pedagogy

Learners are engaged in solving real-world problems. Existing knowledge is activated as a foundation for new knowledge. New knowledge is demonstrated to the learner. New knowledge is applied by the learner. New knowledge is integrated into the learner’s world.

1) Providing open, accessible and quality content for a wider community of teachers and learners.  2) Sharing best practice and helping to avoid re-inventing the wheel.  3) Helping developing countries improve and expand learning for development opportunities.  4) Offering flexible non-formal and informal knowledge and skills accumulation pathways to formal study.  5) Providing learning opportunities for geographically, socially or economically excluded students and non-traditional and work-based learners.  6) Improving the quality of conventional and online education by achieving greater awareness of open and inclusive educational practices and varied perspectives on fields of study.  7) Enabling collaboration between institutions, sectors, disciplines and countries.

Re-Envisioning Paulo Freire's "Banking Concept of Education"

Academic freedom is for students, too

Teaching in a Digital Age

The university must promote teaching excellence and the use of open learning methods

Assignments and Architecture: Pedagogy in the Digital Age

Technologies that live within closed systems create roadblocks in students’ learning pathways.

Open Pedagogy: Connection, Community, and Transparency

Director of Digital Engagement