Plus, let’s face it, it’s exhausting. I know faculty that are constantly monitoring for cheating. And they hate it. It’s wasted effort. 

If you give any question to a student that has a clear, definitive answer, you are tempting them to cheat.

They know that all the answers are already online.

We can no longer find an answer and be comforted that our search is finished. We are instead confronted with hundreds of answers and need to choose what to do, choose this one or that one or, more likely, pick bits and pieces from them to build our own answer

Online edition (c) 2009 Cambridge UPDRAFT!©April 1, 2009 Cambridge University Press. Feedback welcome.11Boolean retrievalThe meaning of the terminformation retrievalcan be very broad. Just gettinga credit card out of your wallet so that you can type in the cardnumberis a form of information retrieval. However, as an academic field of study,information retrievalmight be defined thus:I NF O RMAT IONRET RI EVALInformation retrieval (IR) is finding material (usually documents) ofan unstructured nature (usually text) that satisfies an information needfrom within large collections (usually stored on computers).As defined in this way, information retrieval used to be an activity that onlya few people engaged in: reference librarians, paralegals,and similar pro-fessional searchers. Now the world has changed, and hundreds of millionsof people engage in information retrieval every day when they use a websearch engine or search their email.1Information retrieval is fast becomingthe dominant form of information access, overtaking traditional database-style searching (the sort that is going on when a clerk says toyou: “I’m sorry,I can only look up your order if you can give me your Order ID”).

Important for me is that Open Pedagogy is an extension of and not a replacement for didactical approaches a teacher can use. Under certain conditions e.g. a “lecture hall approach” can still be a good way to teach about a subject.

I would say open pedagogy is an ethos that has two major components: A belief in the potential of openness and sharing to improve learning A social justice orientation – caring about equity, with openness as one way to achieve this

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

For example, constructivist pedagogy, connected learning, and critical digital pedagogy are all recognizable pedagogical strands that overlap with Open Pedagogy.

“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.

IREX says that its L2D seminars “reached more than 15,000 people of all ages and professional backgrounds” through a “train the trainers” model, in which 361 community leaders were trained on how to teach media literacy skills and then conducted workshops in their own communities — mostly in hubs like libraries. Each leaders trained roughly 40 people.

Web Literacy