4 Matching Annotations
  1. Sep 2019
    1. Supporting Personalised Learning Frequently mentioned throughout the interviews was the goal of allowing learners to explore their personal interests, culture and social context through assessment. Several participants sought to design assessment that allowed learners to tap into these aspects of their personal lives. Where learners could exercise choice and pursue projects of personal interest, a greater sense of ownership was observed. James commented that “they love the idea that they are in control of what they do”, when given more choice around assessment. Other participants suggested it was possible to have learners working on projects that could benefit their personal lives or professional trajectories as part of formal coursework. In her final assignment, Olivia provides the learners “absolute free reign in terms of what kind of a thing they produced.” Learners use their creative interests to develop resources for the course, as Olivia reflects “some opted for essays still, but other students created digital timelines, infographics, podcasts, comic books, videos.” Personalisation of assessment was suggested to allow learners to represent and situate themselves authentically and creatively through their work.

      Giving learners more autonomy in their learning is a great pedagogical principle, and in the context of the article focusing on learning design, I can see how this fits with "open" as it does require that the course design needs to be more "open" as in flexible to allow for this kind of learner autonomy. There is overlap here between authentic learning and open pedagogy.

  2. Nov 2017
    1. This is certainly how the debate about licensing has played out.

      In fact, Rory McGreal adamantly argues that CC-BY-NC material is too restrictive to be called “OER”. We had a short exchange about this. In Quebec’s Cégep system, NC was the rule for reasons which are probably easy to understand. So the focus is on licenses, in this scene, not on practices. Hence the whole thing about Open Textbooks. Often made me wonder if any of these people had compared textbook-based teaching to any of the other modalities. In my teaching, textbooks are a problem, even when they’re open. Sure, some of those problems can be solved when you have access to the code and can produce your own textbook from that. That’s the typical solution offered in the GitHub sphere:

      Just Fork It!

      But the core problem remains: if you’re teaching with a textbook, you may not really be building knowledge with learners.

      (Should probably move this here.)

  3. Jun 2016