139 Matching Annotations
  1. Last 7 days
    1. The eight distinct sub-topics within open education over the past four decades were identified as open access, OER, MOOCs, open educational practice, social media, e-learning, open education in schools and distance learning.

      What I notice is missing from here is open pedagogy which, as Tannis Morgan noted, has historical roots in the late 70's in Quebec. However, it may be that because this is a historical look at open education, and open pedagogy is a relatively recent (despite the work Tannis has discovered) area of interest for open educators, there may just be a lack of formalized research supporting the idea of open pedagogy.

  2. Apr 2018
  3. Mar 2018
    1. Try, explore, fail, share, revise.

      Yes. Time to get past the fear of all of these things, especially the trying, failing and revising. And the exploring...yes, all of them!

    2. Let students curate course content.

      Absolutely. The course should be something we make together rather than something students "take" and faculty "deliver."

    3. Build course policies, outcomes, assignments, rubrics, and schedules of work collaboratively with students. Once we involve students in creating or revising OERs or in shaping learning architectures, we can begin to see the syllabus as more of a collaborative document, co-generated at least in part with our students.

      Would love to see more institutional support and encouragement for doing this.

    4. Students can choose to openly license the work that they post on these sites, thereby contributing OERs to the commons; they can also choose not to openly license their work, which is an exercising of their rights and perfectly in keeping with the ethos of Open Pedagogy. If students create their own learning architectures, they can (and should) control how public or private they wish to be, how and when to share or license their work, and what kinds of design, tools, and plug-ins will enhance their learning. It is important to point out here that open is not the opposite of private.

      Yes. Shades of open. Informed agency.

    5. So one key component of Open Pedagogy might be that it sees access, broadly writ, as fundamental to learning and to teaching, and agency as an important way of broadening that access.

      Access + agency = Open Pedagogy

    6. Will they be able to read their Chemistry textbook given their vision impairment? Will their LMS site list them by their birth name rather than their chosen name, and thereby misgender them? Will they have access to the knowledge they need for research if their college restricts their search access or if they don’t have Wi-Fi or a computer at home? Are they safe to participate in online, public collaborations if they are undocumented? Is their college or the required adaptive learning platform collecting data on them, and if so, could those data be used in ways that could put them at risk?

      Crucial questions here. It's challenging for faculty to ask and answer all of them at the same time. But we simply must.

    7. Open Pedagogy” as a named approach to teaching is nothing new. Scholars such as Catherine Cronin,[1] Katy Jordan,[2] Vivien Rolfe,[3] and Tannis Morgan have traced the term back to early etymologies. Morgan cites a 1979 article[4] by the Canadian Claude Paquette: “Paquette outlines three sets of foundational values of Open Pedagogy, namely: autonomy and interdependence; freedom and responsibility; democracy and participation.”

      This historical framing is important - a wonderful reminder of previous democratizing and empowering currents in education.

    8. We hope that this chapter will inspire those of us in education to focus our critical and aspirational lenses on larger questions about the ideology embedded within our educational systems and the ways in which pedagogy impacts these systems. At the same time we hope to provide some tools and techniques to those who want to build a more empowering, collaborative, and just architecture for learning.

      For me this is an essential summons -- the pedagogies we cultivate and perpetuate are not ideologically neutral. Open Ed, OEP and Open Ped have the potential to challenge the neoliberal currents many of us find so antithetical to our calling and commitment as educators. Keeping the focus on the nexus of theory and practice is critical.

    9. avoid digital redlining,[26] creating inequities (however unintentionally) through the use of technology.

      So many challenges here, and we really must address all of them. I'm also interested in learning how to make sure my websites and other affordances I use are accessible to people with disabilities.

    1. “Open Pedagogy and a Very Brief History of the Concept.” Explorations in the Ed Tech World, 21 Dec. 2016, https://homonym.ca/uncategorized/open-pedagogy-and-a-very-brief-history-of-the-concept/.

    2. For Paquette, open is very much about learner choice, (albeit for him this is really about creating a classroom environment where this can be optimized).  Good stuff right? Of course, this becomes much more fascinating if you consider the sociopolitical context in which these ideas were playing out.

      I so appreciate this framing - context is essential (and always sociopolitical). Thank you!

    1. Este libro fue creado íntegramente por estudiantes en la sección de otoño de 2016 del Seminario de primer año en la Universidad Estatal de Plymouth. Llamamos al curso "OpenSem" porque se organizó en torno a un conjunto básico de prácticas pedagógicas abiertas. El tema del curso fue "¿De quién es este curso, de todos modos?" Los estudiantes crearon todos los resultados de aprendizaje, tareas, políticas de curso y procesos de calificación. Los estudiantes seleccionaron el contenido y crearon el plan de estudios a medida que se desarrollaba el curso. Los estudiantes publicaron todo el trabajo en sus propios ePorts públicos, obtuvieron una licencia que funciona abiertamente, y luego cedieron una muestra de ese trabajo a esta colección para compartirla fácilmente. Puede ver nuestro hashtag en Twitter en #opensem y ver el programa en 

      This part I identify with "Learner Generate"

    1. Aunque el maestro dicte lo que se aprende, los estudiantes deciden qué parte de esa información recogen. Nadie ayudará a un alumno si no comienza a ayudarse a sí mismo. En conclusión, esta es la razón por la que la

      I think that this part it could be " reflexive practice"

  4. Feb 2018
  5. 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.)

  6. Oct 2017
    1. And they invite faculty to ask questions about how we can impact access in ways that go beyond textbook costs

      Interesting point. Once we start talking about access through textbook costs, we open the door to faculty thinking about access in the other ways listed above too.

  7. Sep 2017
  8. Aug 2017
    1. Perhaps we should only use open as a modifier for other pedagogies,

      I feel like this is where consensus between the parties divided above might come in. I don't know the right -ism, but aren't there many fundamental and shared pedagogical principles between open web and open resource advocates when it comes to how these things effect teaching and learning?

  9. Jul 2017
    1. 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.

  10. May 2017
    1. 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.

  11. Apr 2017
    1. 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.

    1. 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.
  12. Mar 2017
    1. 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

    1. 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

    1. 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

    2. Establishing a New Compact

      Can open be the new compact?

    3. 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.

    4. Permeable Boundaries

      permeable boundaries and identities. Is permutation an important metaphor?

    1. 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

    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

      John Seely Brown suggested open pedagogy would emerge.

    1. open planning open products open post-hoc

      woodward describng #thoughtvectors

    2. 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

    1. 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

    1. 79.4%ofOERusersadaptresourcestofittheirneed

      Remix is part of open pedagogy

    2. 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.

    3. 40.9%ofallformallearnersinoursampleconsiderthatOERhaveapositiveimpact in helping them complete their course of stud

      Open pedagogy may have positive results for learners.

    1. 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.

    2. open = creativity

      Is this a benifit or a quality. Chick and egg?

    3. open = expansion

      maybe networked , rather than expansion. I find students need many scaffolds of community to start.

    4. open = agency

      A key principle is agency. Though could be combined with choice.

    1. 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.

    1. 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?

  13. Feb 2017
    1. 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.

    2. ‘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."

    1. 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

  14. Jan 2017
  15. Dec 2016
    1. 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?

    1. 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.”
    1. 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.

    2. 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!

    1. 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?

    2. remixing

      How does this happen exactly?

    3. create a small tutorial

      Students creating wikis can function similarly.

    4. to teach

      Students as teachers, as experts, as knowledge producers.

    5. 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?

    6. 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.

  16. Oct 2016
    1. 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.
  17. Sep 2016
    1. 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.

  18. Jun 2016
    1. 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

    1. 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
    1. 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

  19. May 2016
    1. 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.

    1. A public must allow for new members to join as the old fade away. A public must not die every semester. 
    1. 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.
  20. Apr 2016
    1. 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?

    1. 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."

    2. involving students throughout the entire process

      There is the goal. Free textbooks is a baby-step along the way.

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

      Indeed!

    1. “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!

  21. Mar 2016
    1. 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.
    1. Many times, the work we do as educators is actually taking away some of the most powerful learning from our students.
    1. 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.

    2. Pedagogy

      The 'O' from OER is pretty absent from this list.

    3. 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.

    4. 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.

  22. Feb 2016
  23. Jan 2016
  24. Dec 2015
    1. 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.

  25. Nov 2015
    1. “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.”
  26. Aug 2015
  27. Jul 2015
  28. Jun 2015
    1. 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?