- Jul 2017
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www.yearofopen.org www.yearofopen.org
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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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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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digitallearning.middcreate.net digitallearning.middcreate.net
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I prefer my syllabus to reach out and invoke student agency right from the get-go
Love the emphasis on student agency.
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- May 2017
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remakelearning.org remakelearning.org
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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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- Apr 2017
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press.etc.cmu.edu press.etc.cmu.edu
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Open Digital Literacy
Open Pedagogy as a focus instead? Use attributes (Hegarty) here?
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bavatuesdays.com bavatuesdays.com
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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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opencontent.org opencontent.org
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How Is Open Pedagogy Different?
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cteblog.ku.edu cteblog.ku.edu
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Turning open education into a social movement
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paulesau.com paulesau.com
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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.”
Again, this implies that the professor should care. One of the principles behind my grading system is that I don't. People are welcome to do whatever they want and they get the same grade, unless they do exceptional work.
This also implies that grades are somehow the currency of learning and that if you are getting good grades without learning, then you are somehow "winning."
This is a misunderstanding of grades. They are really the bits of an expert system that converts qualitative evaluation of individual performances into a final score that helps people categories graduates. So they are secondary to the actual learning and performance.
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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.
The Bullshit factor! Interesting argument that the faculty realise but don't call the students on it. But I wonder. It can also be a question of effort: if you want to bullshit your way through college, who am I to stop you? As a rule, I'm generally not interested in those students, as opposed to either the ones who are doing great work or poor work but are not BSers.
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wordpress.com wordpress.com
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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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www.ubiquitypress.com www.ubiquitypress.com
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www.edx.org www.edx.org
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Introduction to Open Education
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- Mar 2017
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stream.langara.bc.ca stream.langara.bc.ca
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Robin DeRosa - Beyond OER: The Promises, Pitfalls, and Potential of Open Education
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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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catherinecronin.wordpress.com catherinecronin.wordpress.com
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OEP and open pedagogy: #OEGlobal reflections
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openedgroup.org openedgroup.org
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Open Pedagogy Library
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webliteracy.pressbooks.com webliteracy.pressbooks.com
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Mike Caulfield Web Literacy for Student Fact-Checkers
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www.hastac.org www.hastac.org
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massive, open, online course
use this as a timeline event?
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educon21.wikispaces.com educon21.wikispaces.com
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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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jgregorymcverry.com jgregorymcverry.com
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Nomadic Learners: The nthLearners
interesting metaphor for open here
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net.educause.edu net.educause.edu
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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
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Establishing a New Compact
Can open be the new compact?
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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.
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Permeable Boundaries
permeable boundaries and identities. Is permutation an important metaphor?
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www.irrodl.org www.irrodl.org
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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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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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campustechnology.com campustechnology.com
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open planning open products open post-hoc
woodward describng #thoughtvectors
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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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jgregorymcverry.com jgregorymcverry.com
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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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oerresearchhub.files.wordpress.com oerresearchhub.files.wordpress.com
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79.4%ofOERusersadaptresourcestofittheirneed
Remix is part of open pedagogy
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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.
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40.9%ofallformallearnersinoursampleconsiderthatOERhaveapositiveimpact in helping them complete their course of stud
Open pedagogy may have positive results for learners.
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nextthought.com nextthought.com
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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.
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open = creativity
Is this a benifit or a quality. Chick and egg?
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open = expansion
maybe networked , rather than expansion. I find students need many scaffolds of community to start.
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open = agency
A key principle is agency. Though could be combined with choice.
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www.tonybates.ca www.tonybates.ca
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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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www.tonybates.ca www.tonybates.ca
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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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opencontent.org opencontent.org
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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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vickidrozdowski.files.wordpress.com vickidrozdowski.files.wordpress.com
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Conversely, western pedagogy continues to deal with content predominantly in the abstract form, in spite of attempts to contextualise subject matter.
This jumps out at me as a major difference between the two systems of learning. Indigenous: highly contextualised with a strong sense of place versus Western: pedagogy deals with content in the abstract in spite of attempts to contextualise. What do you think?
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- Feb 2017
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opencontent.org opencontent.org
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Quick Thoughts on Open Pedagogy
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thatpsychprof.com thatpsychprof.com
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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.
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‘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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www.aacu.org www.aacu.org
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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.
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www.counterpunch.org www.counterpunch.org
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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.
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engl4030-5030.tumblr.com engl4030-5030.tumblr.com
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required guidelines
FORCING us to keep track of our annotations is OPPRESSIVE and SILENCES our organic voice and STIFLES creative thinking.
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www.briancroxall.net www.briancroxall.net
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simply incorporating a technological tool without reflecting upon pedagogical change isn’t digital pedagogy
This is the key to what makes a pedagogy a pedagogy, I think - the thoughtful articulation of the rationale behind the practice. The intentionality of application by the instructor.
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www.mrowe.co.za www.mrowe.co.za
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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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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
Me, too.
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www.universityaffairs.ca www.universityaffairs.ca
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Here, incubation becomes a method to develop a mindset for engaging with the world.
Open pedagogy? No. Public Pedagogy maybe. Is public pedagogy a thing?
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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.
Fear of failure
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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.
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can include
Like that Kevin has framed the activities as "can"
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pogil.org pogil.org
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What is POGIL? POGIL is an acronym for Process Oriented Guided Inquiry Learning.
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www.guilamuir.com www.guilamuir.com
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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.
Asking provocative and probing questions to spur deeper thinking.
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scholar.google.co.uk scholar.google.co.uk
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clintlalonde.net clintlalonde.net
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Does Open Pedagogy require OER?
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static1.squarespace.com static1.squarespace.com
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Since imagination has always been esteemed a most favorable omen of future development, it should in no way be dulled.
See this talk: "Changing Education Paradigm"
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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.
Think about the method of this course, which asks students to hesitate before what Vico calls "a habit of advanced speculative criticism."
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openoregon.org openoregon.org
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Open Pedagogy Conference
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openoregon.org openoregon.org
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Archived webinar: Open Practices
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- Jan 2017
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pedablogy.stevegreenlaw.org pedablogy.stevegreenlaw.org
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Virginia’s Faculty Collaboratives Project
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- Dec 2016
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bavatuesdays.com bavatuesdays.com
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wasn’t a text in any strict sense,
Indeed. And neither is the Web.
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opencontent.org opencontent.org
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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.
These all feel very product driven from my perspective. Perhaps it's a necessarily administrative position. Of course, David himself has written about this elsewhere, but what about the process, what about pedagogy?
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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?
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remixing
How does this happen exactly?
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create a small tutorial
Students creating wikis can function similarly.
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to teach
Students as teachers, as experts, as knowledge producers.
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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?
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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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catherinecronin.wordpress.com catherinecronin.wordpress.com
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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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fltmag.com fltmag.com
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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).
Premium on teacher feedback.
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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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- Nov 2016
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cognitivemedium.com cognitivemedium.com
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Speech, writing, math notation, various kinds of graphs, and musical notation are all examples of cognitive technologies. They are tools that help us think, and they can become part of the way we think -- and change the way we think.
Computer interfaces can be cognitive technologies. To whatever degree an interface reflects a set of ideas or methods of working, mastering the interface provides mastery of those ideas or methods.
Experts often have ways of thinking that they rarely share with others, for various reasons. Sometimes they aren't fully aware of their thought processes. The thoughts may be difficult to convey in speech or print. The thoughts may seem sloppy compared to traditional formal explanations.
These thought processes often involve:
- minimal canonical examples - simple models
- heuristics for rapid reasoning about what might work
Nielsen considers turning such thought processes into (computer) interfaces. "Every theorem of mathematics, every significant result of science, is a challenge to our imagination as interface designers. Can we find ways of expressing these principles in an interface? What new objects and operations does a principle suggest?"
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www.literacyworldwide.org www.literacyworldwide.org
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Digital literacies are not solely about technical proficiency but about the issues, norms, and habits of mind surrounding technologies used for a particular purpos
people often fall in the trap of focusing on technical aspects and skills. Spreading awareness about contextual placement of technologies (ex: pedagogies) is key
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- Oct 2016
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www.steve-wheeler.co.uk www.steve-wheeler.co.uk
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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.
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information-literacy.blogspot.com information-literacy.blogspot.com
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you could teach for information literacy, but not teach information literacy
Interesting distinction. It is more effective to engage in the practice of IL than to teach about IL.
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hapgood.us hapgood.us
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New Directions in Open Education
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- Sep 2016
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library.educause.edu library.educause.edu
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Higher education is moving away from its traditional emphasis on the instructor, however, replacing itwith a focus on learning and the learner.
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cdn.nmc.org cdn.nmc.org
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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
So interesting to see this "realization" included in the K-12 report but not in the HE report. Fostering curiousity, interest, creativity, and ownership. Short jump to an open pedagogy model but pretty unclear that's where this is coming from.
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colostate.instructure.com colostate.instructure.com
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Rather than suggesting that we replace one understanding of literacy over another, we should simply expand on what we could (and should) include in a composition course or project.
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teachinginhighered.com teachinginhighered.com
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Blended Course Design
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pandora.nla.gov.au pandora.nla.gov.au
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From Andragogy to Heutagogy
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- Aug 2016
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www.theguardian.com www.theguardian.com
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trigger warnings are a fundamental part of feminist teaching because they help create a community of learners who acknowledge difference.
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- Jun 2016
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www.facultyfocus.com www.facultyfocus.com
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Six Things Faculty Can Do to Promote Student Engagement
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hybridpedagogy.org hybridpedagogy.org
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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.
Evolution of knowledge/content: process over product
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mfeldstein.com mfeldstein.com
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adaptive learning - a broad range of software and techniques that attempt ongoing customization of lessons for each student.
Ideally, adaptive learning is like providing a personal tutor for each student. It can also help a teacher determine which topics need more attention for individual students or the class as a whole. And it may free up class time that would otherwise be used lecturing on basics.
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www.insidehighered.com www.insidehighered.com
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New Hampshire System Plans Open Education Push
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open education
Very cool to extent the OER pilot to focus on pedagogy and scholarly publishing as well! So happy to be a part of this!
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www.dailymaverick.co.za www.dailymaverick.co.za
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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
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er.educause.edu er.educause.edu
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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.
from OER to OEP and open pedagogy
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www.digitalpedagogylab.com www.digitalpedagogylab.com
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www.oeconsortium.org www.oeconsortium.org
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Designing for Open Pedagogy with CCCOER
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- May 2016
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radicalscholarship.wordpress.com radicalscholarship.wordpress.com
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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.
I've been wondering for a long time about ID, UbD and the like as they fit in with open educational practices and open pedagogy. It seems like they're closed in a way, in that the the goals, the way they're defined and the means to getting there are all defined for the learner. But if we really want to help people grow and be all they can be, we have to cede control to the learners, so they can start to define their own goals, and find out how to set their own paths.
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learning.instructure.com learning.instructure.com
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All pedagogy is digital pedagogy. Unless it has blinders on.
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www.jstor.org.ezproxy.alu.talonline.ca www.jstor.org.ezproxy.alu.talonline.ca
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nalogies between teaching and various aspects of show business or guidance counseling are more often than not excuses for having abdicated the task
On why showy teaching is bad teaching p.3
De Man, Paul. “The Resistance to Theory.” Yale French Studies, no. 63 (1982): 3–20. doi:10.2307/2929828.
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seii.mit.edu seii.mit.edu
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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.
Another study suggests that we should keep laptops out of the classroom. Unfortunately, tablets appear to be a problem too.
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commons.gc.cuny.edu commons.gc.cuny.edu
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A public must allow for new members to join as the old fade away. A public must not die every semester.
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gamesandlearning.wordpress.com gamesandlearning.wordpress.com
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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.
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hybridpedagogy.org hybridpedagogy.org
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Digital tools offer the opportunity to refocus how power works in the classroom.
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- Apr 2016
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philosophersforchange.org philosophersforchange.org
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Education is no longer viewed as a public good but a private right, just as critical thinking is devalued as a fundamental necessity for creating an engaged and socially responsible populace.
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www.davidson.edu www.davidson.edu
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Pedagogy in Public: Open Education Unbound
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googleguacamole.wordpress.com googleguacamole.wordpress.com
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In particular, connectivist-based scholars make the argument students must develop the skills necessary to filter, organize, remix, repurpose, and disseminate information.
information management
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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.
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er.educause.edu er.educause.edu
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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
Would love to hear Campbell or Kuh elaborate on this. Identifying "connections" as more important than identifying content/information? A new way for searching the Internet? Mining connections among content/people? Mining the connections I've made among content/people on the Internet?
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medium.com medium.com
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When you see young people as agents of change, rather than objects to be changed,
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thewinnower.com thewinnower.com
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Students as Authors: Why Students Should Publish Their Class Essays Online
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It also arguably just shifts the costs of a broken system from students to the library.
Maybe thinking beyond the textbook needs to be there from the start. See Downes "the textbook is a monolith."
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involving students throughout the entire process
There is the goal. Free textbooks is a baby-step along the way.
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it sometimes isn’t enough just to say “this will save students money so we should do it.
Indeed!
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ww2.kqed.org ww2.kqed.org
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“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.”
Refreshing! Self-directed learning. Agency. Almost smells like open pedagogy!
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- Mar 2016
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hybridpedagogy.org hybridpedagogy.org
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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.
co-creators
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www.seanmichaelmorris.com www.seanmichaelmorris.com
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and I must always let that stirring call me to critical practice in my teaching.
Being stirred, being called - these require being open, permeable and thus, vulnerable. This is where we lay aside our armor of credibility and create space for the unknown, unanticipated to enter. This is emotional work and for many of us, scary work. There are many reasons for academia to cloak itself in layer upon layer of credibility, rigor and firm hierarchies. To suggest that love inspires you to be in fact more critical in your practice, defies the logic of the academy. This is part of what I find so compelling here: turning established assumptions on their heads. I have more to say about callings but will save for another space & occasion. (But Gregg Levoy, Callings. 1999.)
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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.
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googleguacamole.wordpress.com googleguacamole.wordpress.com
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A Framework for Identifying and Evaluating Openly Networked Connected Learning Course Designs
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www.jisc.ac.uk www.jisc.ac.uk
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Educational practice first
reminds me of @lisaMLane 's Pedagogy First that I discovered in 2011 and finally managed to get back into and finish in 2014.
yes Pedagogy is always first, May be like an artist's idea or feeling that then can be expressed in so many different ways. ( Metaphors are tricky and never perfect but ..) :)
Technology can inspire new ways of augmenting/expanding/personalizing/connecting etc. :) pedagogy and learning.
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scholarworks.rit.edu scholarworks.rit.edu
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So much good work in pedagogy is now being done that they had a three-year lag between article acceptance and publication
Crazy! How can scholarly work have any useful impact with a 3-year lag?
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georgecouros.ca georgecouros.ca
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Many times, the work we do as educators is actually taking away some of the most powerful learning from our students.
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Every child writes about something personally meaningful.
I have to stop assigning and teaching formula-driven analysis writing. I need to allow students to enter conversations through argument what they are reading.
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Perhaps more important, they are likely to understand what they read—and, as a result, to enjoy reading.
Understanding leads to enjoyment.
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participate
We must find ways for students to participate.
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Every child a reader"
Absolutely!
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littlegreycellsblog.wordpress.com littlegreycellsblog.wordpress.com
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Rhizomatic learning as an open pedagogy
Questioning the metaphor. Right there with you.
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open.bccampus.ca open.bccampus.ca
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Open Pedagogy: Moving Forward
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open.bccampus.ca open.bccampus.ca
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A Pre-flight Check: Response to Wiley’s Open Pedagogy Challenge
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opencontent.org opencontent.org
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Notes on Open Pedagogy
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link.springer.com link.springer.com
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The OER is used to devise interactive ways of using OER to promote students’ engagement in the problem-solving process.
This is close. How about "promote students' engagement" with the OER itself? Student can annotate, edit, create, improve, expand the OER.
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Pedagogy
The 'O' from OER is pretty absent from this list.
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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.
Not totally on board with this. Perhaps if "learner" role can be filled with student or instructor.
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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.
I would have expected a more direct reference to serving students. Students being active participants, potentially creators of the content (knowledge) they are interacting with.
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- Feb 2016
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www.studentpulse.com www.studentpulse.com
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Re-Envisioning Paulo Freire's "Banking Concept of Education"
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projects.upei.ca projects.upei.ca
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Academic freedom is for students, too
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opentextbc.ca opentextbc.ca
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Teaching in a Digital Age
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www.tru.ca www.tru.ca
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The university must promote teaching excellence and the use of open learning methods
Nice
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www2.wou.edu www2.wou.eduwouTV1
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The project of education has been misdirected. Educators and students alike have found themselves more and more flummoxed by a system that values assessment over engagement, learning management over discovery, content over community, outcomes over epiphanies. Education has misrepresented itself as objective, quantifiable, apolitical. - Jesse Strommel, Hybrid Pedagogy. Talk at Western Oregon University 4/29/15
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- Jan 2016
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www.briancroxall.net www.briancroxall.net
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Assignments and Architecture: Pedagogy in the Digital Age
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www.edsurge.com www.edsurge.com
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Technologies that live within closed systems create roadblocks in students’ learning pathways.
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Local file Local file
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campustechnology.com campustechnology.com
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Open Pedagogy: Connection, Community, and Transparency
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www.insidehighered.com www.insidehighered.com
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Director of Digital Engagement
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bigthink.com bigthink.com
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Dweck’s message is that we can’t just adopt a growth mindset and forget about it, and simply praising effort regardless of actual progress is completely counterproductive. Successfully cultivating a growth mindset is an ongoing process that consists of teaching strategies for growth and praising effort thoughtfully, rather than regardlessly.
"Recently, someone asked what keeps me up at night. It's the fear that the mindset concepts, which grew up to counter the failed self-esteem movement, will be used to perpetuate that movement." -- Carol Dweck
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www.johnastewart.org www.johnastewart.org
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Using the Web and Wikipedia to make writing assignments more relevant and instructive. Includes links to Wikipedia tools for educators.
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www.gardnercampbell.net www.gardnercampbell.net
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How should we measure student engagement? Certainly not by using computers to force feed students fixed lesson plans.
Gardner Campbell's presentation at UNF Academic Technology Innovation Summit, November 2015.
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medium.com medium.com
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The whole organic nature of learning experience through the #walkmyworld learning events meant that I learned what I needed to learn as I needed to learn it. It wasn’t a top down dictate of learning outcomes because the outcomes were determined by the process. It is a revolutionary concept — yet as ancient as Aristotle. Learning should never be measured solely by standard outcomes; people learn, and I mean really LEARN, when they discover for themselves what they know, what they want to know, and how they want to know it.
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www.participate.com www.participate.comChat1
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Participate Learning Twitter client for education twitter chats. Choose from more than 150 chats, or request to have one added. Sign in with Twitter to view live or archived tweets, a list of participants, and a list of links that were shared.
Participate Learning provides categorized, vetted educational resources, both free and commercial, and online tools for curating collections and collaborating with other educators.
https://medium.com/@alanwarms/why-we-launched-participate-chats-5f1d0a61b2b8
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www.shanahanonliteracy.com www.shanahanonliteracy.com
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Over the years, I've challenged the notion of just having kids read on their own at school. (Or, maybe not so much challenged the notion as told people about the actual research findings on this topic which aren't so wonderful.) I’ve not been a friend to DEAR, SSR, SQUIRT, or similar schemes that set aside daily amounts of time for self selected reading in the classroom. Most studies don’t find much pay off for this kind of reading—either in reading achievement or motivation to read. There are many better things to do if your goal is to encourage reading than to just tell kids to go read on their own (a directive that sounds a lot like, “go away and leave me alone").
Timothy Shanahan of U of IL Chicago says we aren't spending enough time on reading and writing instruction.
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sites.google.com sites.google.com
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Calendar of education Twitter chats, with US timezone selection EST, CST, MST, PST. Click on a chat for more information.
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chroniclevitae.com chroniclevitae.com
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College students respond to articles by professors about the pros and cons of lectures.
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- Dec 2015
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theconstructionzone.wordpress.com theconstructionzone.wordpress.com
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constructivism (Jean Piaget) - Learners must actively construct their body of knowledge, their schema, through experience and reflection. When we encounter a new idea, we can do one of three things:
- decide that it's irrelevant, and ignore it
- assimilate it into our existing schema
- accommodate it by modifying our schema
social constructivism (Lev Vygotsky) - emphasized that building knowledge is a social process
constructionism (Seymour Papert) - Learning works best when we are publicly building artifacts -- of any kind whatsoever. While communicating with others, we get valuable feedback, and learn to put thoughts in various concrete forms.
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Series of webinars on the pedagogy of Web annotation.
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www.davidson.edu www.davidson.edu
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Faculty Stipends for Open Educational Resources and Open Pedagogy
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watchtheedge.com watchtheedge.com
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Open education is a means, a way of doing something; it isn’t something. That something is for individuals to arrive at however they want to get there–that’s the point of making it all “open.” I hope they share that awesomeness when they arrive at it, but they don’t have to.
Process not product.
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- Nov 2015
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courses.edx.org courses.edx.org
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In one study at San Diego State University, students enrolled in an Introductory Psychology course were taught using three kinds of lectures: one that incorporated course content-related humor; one that included humor, but not related to the course material; and one that used no humor at all. When researchers tested student’s retention of knowledge six weeks later, they found that those who attended lectures with course-related humor scored significantly higher than the other students.
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booktype.okfn.org booktype.okfn.org
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Open Education Handbook 2014
All about open education
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tech.ed.gov tech.ed.gov
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“Instead of having one prescribed way to do things that comes from a textbook, kids can do things where they’re truly interested,” says Lori Secrist. “When they’re truly interested, they’re engaged. And when they’re engaged, they learn.”
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- Oct 2015
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courses.edx.org courses.edx.org
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They found that, more than any particular type of activity, achieving flow was determined by the mix of challenge and support teachers provide: Engagement was high when students were appropriately challenged by complex goals and high teacher expectations but also supported through positive interactions with their teacher.
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But one place where we might not find too much flow these days, sadly, is in American schools. For years, the learning conditions in classrooms have been practically antithetical to the conditions people need to achieve flow and all the benefits that come with it. Especially in the era of No Child Left Behind and high-stakes testing, schools have often favored regimentation over self-directed learning, making it harder for students to get deeply engaged with topics that interest them. Paradoxically, these trends might be undermining the kind of student achievement they were designed to promote, and could even be causing student burnout.
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www.bloomsburycollections.com www.bloomsburycollections.com
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This totally makes sense to me!
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drive.google.com drive.google.com
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pedagogical and andragogical methods are key to maximizing the impact of open
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- Sep 2015
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citl.indiana.edu citl.indiana.edu
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Bottlenecks are important because they signal where students are unable to grasp crucial ways of knowing in our fields.
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diglibarts.whittier.edu diglibarts.whittier.edu
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learning.instructure.com learning.instructure.com
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Indeed, it was often unclear from the level of engagement which participants were physically present at DPL and which were watching from afar. The present-absent-present dance was fascinating to observe.
As a "virtual attendee" or "lurker" or "scoper," it was difficult to follow and frustrating at times, but super helpful and fun too, especially as resources (images, links, quotes) were shared out. Communicating the context of those resources is still a pretty tricky thing to do well.
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- Aug 2015
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tlinnovations.cikeys.com tlinnovations.cikeys.com
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nextthought.com nextthought.com
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people.stanford.edu people.stanford.edu
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So, rather than an exploration of a work in which instructor and student collaborate on meaning-making, Education Genius maintains a hierarchical divide between teacher and learner.
I wonder if this stems from the misguided assumptions of the MOOC, that education can be distributed en masse rather than requiring careful collaboration and community management.
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www.edsurge.com www.edsurge.com
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Promoting digital ownership is different than assigning work in publicly accessible spaces.
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www.tiki-toki.com www.tiki-toki.com
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chronicle.com chronicle.com
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Is the choice to use words like “electronic” or “digital” to designate our work and pedagogy simply a reflection of a moment of transition, soon to be abandoned as such methods become universal, or is it still important to call attention to the use of technology as we push it towards new frontiers?
An artifact of transition?
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can anyone really teach without digital means at this stage of web integration?
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- Jul 2015
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educatorinnovator.org educatorinnovator.org
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Interacting with digital resources.
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www.mhhe.com www.mhhe.com
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Two Models for Teaching and learning
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- Jun 2015
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www.oeconsortium.org www.oeconsortium.org
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oeconsortium
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blogs.ubc.ca blogs.ubc.ca
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Slide 62
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Slide 57
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Slide 59
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Slide 61
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www.hewlett.org www.hewlett.org
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equal access
I'm thinking through what "equal engagement" might be. Access is s starting point. What about the tools to do something with the access granted?
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vivrolfe.com vivrolfe.com
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Open pedagogy
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- May 2015
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chronicle.com chronicle.com
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One of my favorite activities is annotation, moving towards thinking about critical editions.
So cool to empower the student as scholar editing a critical edition: make them responsible for the historical and cultural contextualization, and for leading the reader toward possible interpretations.
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- Jan 2015
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blog.mahabali.me blog.mahabali.me
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they noticed that my whole article was really about that
I have just the book for you: Sentipensante Pedagogy
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- Oct 2013
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www9.georgetown.edu www9.georgetown.edu
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THE PROPER MEANS FOR ACQUIRING RHETORICAL SKILL
Rhetorical skill is obtained not by learning and following rules, but rather by imitating eloquent speakers.
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rhetoric.eserver.org rhetoric.eserver.org
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To beginners should be given matter designed, as it were, beforehand in proportion to the abilities of each. But when they shall appear to have formed themselves sufficiently on their model, a few brief directions may be given them, following which, they may advance by their own strength without any support. 6. It is proper that they should sometimes be left to themselves, lest, from the bad habit of being always led by the efforts of others, they should lose all capacity of attempting and producing anything for themselves. But when they seem to judge pretty accurately of what ought to be said, the labor of the teacher is almost at an end, though should they still commit errors, they must be again put under a guide. 7.
Autonomy in learning and expression
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rhetoric.eserver.org rhetoric.eserver.org
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Let boys in the first place learn to decline nouns and conjugate verbs, for otherwise they will never arrive at the understanding of what is to follow. This admonition would be superfluous to give were it not that most teachers, through ostentatious haste, begin where they ought to end, and, while they wish to show off their pupils in matters of greater display, retard their progress by attempting to shorten the road.
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rhetoric.eserver.org rhetoric.eserver.org
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At present, the negligence of paedagogi seems to be made amends for in such a way that boys are not obliged to do what is right, but are punished whenever they have not done it. Besides, after you have coerced a boy with stripes, how will you treat him when he becomes a young man, to whom such terror cannot be held out, and by whom more difficult studies must be pursued? 16. Add to these considerations that many things unpleasant to be mentioned, and likely afterwards to cause shame, often happen to boys while being whipped, under the influence of pain or fear. Such shame enervates and depresses the mind, and makes them shun people's sight and feel a constant uneasiness. 17. If, moreover, there has been too little care in choosing governors and tutors of reputable character, I am ashamed to say how scandalously unworthy men may abuse their privilege of punishing, and what opportunity also the terror of the unhappy children may sometimes accord to others. I will not dwell upon this point; what is already understood is more than enough. It will be sufficient, therefore, to intimate that no man should be allowed too much authority over an age so weak and so unable to resist ill treatment.
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rhetoric.eserver.org rhetoric.eserver.org
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No systematic treatise upon the rules of delivery has yet been composed; indeed, even the study of language made no progress till late in the day.
emphasis on pedagogy
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- Sep 2013
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caseyboyle.net caseyboyle.net
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I beg you, then, neither to credit nor to discredit what has been said to you until you have heard to the end what I also have to say, bearing it in mind that there would have been no need of granting to the accused the right of making a defense, had it been possible to reach a just verdict from the arguments of the accuser.
Postpone judgment, allow me the space to discuss, no matter what. How closely does this defense align with what we might think of as education?
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caseyboyle.net caseyboyle.net
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Why, if they were to sell any other commodity for so trifling a fraction of its worth they would not deny their folly
It is interesting that Isocrates considers the Sophists as salesmen of what he believes to be a worthless commodity. It is ironic because Isocrates, himself being a Sophist, does not mention much about his own pedagogical methods. He does not offer much in the way of advice and suggestions for improvement; only criticism.
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