And they invite faculty to ask questions about how we can impact access in ways that go beyond textbook costs

In this FLT article, I am introducing a new pedagogy I call the Pedagogy of Retrieval. This is the pedagogy I use to try to interrupt the automatic use of lower potential learning strategies in my flipped classrooms at The University of Texas at Austin, and it is built on the collective body of research and efforts of my colleagues mentioned above.

Our work, said Campbell, is not to graduate more students, but to enable students to graduate themselves

Geisler (1994) and Russell and Yañez (2002) discuss a comparable situation in theUSA, where to fulfil general education requirements, undergraduates take a numberof disciplinary courses in fields which are not their major. They note the contradic-tions involved in conflating the aims of general education and disciplinary encultura-tion, with lecturers using a disciplinary discourse that is not only unfamiliar tostudents, but also seen as irrelevant to their individual aims and aspirations. Similarly,Moore (2000) discusses the tension between integration and disciplinarity in an inter-disciplinary foundation course in South Africa, voicing concerns that the attempt topromote generic competences risks undermining the disciplinary basis of academicperformance (p. 192).

Thus, the integration of multiple modalities can be beneficial for learning and this practice is conflated with the learning styles neuromyth. In other words, this particular neuromyth presents a challenge to the education field because it seems to be supporting effective instructional practice, but for the wrong reasons. To dispel this particular myth might inadvertently discourage diversity in instructional approaches if it is not paired with explicit discussion of the distinctions between learning styles theory and multimodal instruction.

Perhaps we should only use open as a modifier for other pedagogies,

This edited book represents a sliver, albeit a substantial one, of the scholarship on the science of learning and its application in educational settings. Most of the work described in this book is based on theory and research in cognitive psychology. Although much, but not all, of what is presented is focused on learning in college and university settings, teachers of all academic levels may find the recommendations made by chapter authors of service.

Attributes of Open Pedagogy: A Model for Using Open Educational Resources

The focus is not so much on what we are learning but on how we are learning.5

I prefer my syllabus to reach out and invoke student agency right from the get-go

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.

Open Digital Literacy

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.

How Is Open Pedagogy Different?

Turning open education into a social movement

This leads to the second point I once made: that students no longer need to actually read the material to get impressive grades, which contributes to both student and administrator scorn for the affected disciplines. This point caused some push-back, since professors and fellow students noted that if I wasn’t reading the material, it was my own fault for not getting the full benefit of the course. I agreed, but countered that if the difference between my reading very little of the material instead of it all was a 10 to 15 percent bump in my final grade, what did that imply about the value of said material to the course? Srigley argues that less than 20 percent of his students even access the weekly readings for his courses, largely because they know they don’t have to ­– “they can get an 80 without ever opening a book.”

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.

‹

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.