Week 6: Open Pedagogy

A Week of Open Pedagogy:

Your facilitator this week is Amy Nelson (Virginia Tech) in collaboration with the Open Education group and Open Education Week at the Virginia Tech Libraries.

 

A quick review as we approach the conclusion of “#openlearning18: We have talked about “fifty shades of open” and considered the affordances and characteristics of the internet and the World Wide Web, the significance of information literacy, and the role of Open Access and OER in keeping knowledge public. This week we will pull from all of these areas to think through the powerful implications of open pedagogies.

 

Some of our familiar activities will remain: We will read and annotate on Hypothes.is and stay in touch on Twitter throughout the week. But the focus will shift a bit, as the “make” for this week is to create and / or share a piece of Open Pedagogy. So, learning by doing, modeling a mode of engagement, working together and independently, playing around with ideas and tools, and then sharing it out in the OPEN — these integrated, recursive practices should help us explore and articulate our praxis in open pedagogy.

 

Non-Disposable Assignment for this week: Share a critically engaged, innovative, disruptive (or already proven effective) example of Open Pedagogy. This could be an exercise, or an artifact, or a guided, collaborative reading of a text, image, film, song, etc.

 

Sunday (3/18): What is Open Pedagogy?

 

Robin de Rosa (@actualham) : “I think it’s a connected learning piece. It’s a critical digital pedagogy piece. It’s an access piece. You roll those together and you get open pedagogy.”

(Also check out slide 18.)

 

Read and annotate this chapter on Hypothes.is

 

Robin De Rosa and Rajiv Jhangiani, “Open Pedagogy | A Guide to Making Open Textbooks with Students.” (2017).

 

Monday (3/19):  Contexts for Open Pedagogy – Open Education Week at Virginia Tech

11:00-12:15: Getting Comfortable Working in the Open: Panel discussion @VT including Sue Erickson and Amy Nelson

Livestreamed via WebEx. Register Here (Required) https://virginiatech.webex.com/virginiatech/onstage/g.php?MTID=e1933341ad6b410270a361a2d5bd8ff86

Tweet #openlearning18

 

Taking a transparent, public or open approach to one’s work as an instructor or academic can be daunting for even the most competent and skilled faculty. Faculty, students, and a librarian from five different Virginia institutions of higher education are involved in working in the open — in their teaching, publishing, creating with students, and/or building or leveraging learning experiences. Panelists will discuss their motivations, opportunities leveraged, and challenges they encounter in taking  non-traditional and open approaches to teaching, learning, and publishing.

 

Panelists

Kathryn Murphy-Judy, Virginia Commonwealth University @kmurphyj

Jennifer Kidd, Old Dominion University @jenniferjkidd

Matthew DeCarlo, Radford University

Susan Erickson, Virginia Wesleyan University, Associate Hub-Director #openlearning18 @SueErickson10

Amy Nelson, Virginia Tech, Steering Committee Member, #openlearning18 @purling4peas

James Harder, Virginia Tech @xl_virginiatech

Moderator: Anita Walz, Virginia Tech  @arwalz

This event is part of Virginia Tech’s Open Education Week 2018 Symposium

 

1:00-3:00 Dr. Rajiv Jhangiani  — Keynote for Open Education Week at Virginia Tech

“Open Educational Practices: Equity, Achievement, and Pedagogical Innovation”

Livestreamed via WebEx: Register Here (Required) https://virginiatech.webex.com/virginiatech/onstage/g.php?MTID=e213596a9324a19262e983883e35e2093

Live Tweet #openlearning18

 

Description

Open Education practices (OEP) have emerged as a transformational force in higher education. Whereas, higher education promises to be an instrument for economic and social mobility, in reality our institutions reinforce existing inequalities: Achievement, engagement, and persistence are closely tied to affordability. Our claim to be student-centered is likewise hypocritical as faculty pressures, accreditation requirements, and budgetary constraints influence or dictate the structure and content of learning experiences.

Open Educational practices support teaching, learning, and publication in an increasingly diverse faculty and student body. OEP encompass the creation, adaptation, and adoption of open educational resources, open course development, and even the design of renewable, real-world assignments where students are empowered as co-creators of knowledge. These practices leverage learning beyond socio-economic disparities and put engaged, active student (and faculty) learning at the center. These practices champion academic freedom, pedagogical innovation, applied approaches, and innovation. OEP represents learner-centered and learning-together approaches to education that radically enhance both agency and access.

This presentation will draw on a diverse set of examples to make a case for why the shift away from traditional (closed) practices is not only desirable but also inevitable, and how OEP support the modern university’s mission by serving academic achievement, faculty and student engagement, diversity & inclusion, pedagogical innovation, and the university’s Land-grant mission.

 

This event is part of Virginia Tech’s Open Education Week 2018 Symposium http://bit.ly/2018OpenEdVT

 

Tuesday (3/20): Practical ideas for Open Pedagogies

1:00-2:00 Twitter Chat with Dr. Jhangiani and Anita Walz

 

Wednesday (3/21): Open and Critical

 

“Liberating education consists in acts of cognition, not transferals of information.”

— Paulo Freire

 

The legacy of Critical Pedagogy and educators such as Paulo Freire and bell hooks informs many key tenets of Open Pedagogy. When we talk about education as a public good, when we commit to making our learning spaces as accessible and inclusive as possible, and when we use OEP to empower students to transform their world, we are engaging in the practices of Critical Pedagogy.

 

Today’s readings take on two aspects of critical pedagogy that connect to openlearning18. The article by John Pell and William Duffy asks us to think about how we can use Freire’s work on literacy to cultivate civil discourse (and reminds us of the importance of that endeavor). My interview with Shelli Fowler explores the conceptual underpinnings of a professional development course on Contemporary Pedagogy for future faculty. Shelli developed this course, and I modified it and have been teaching in in the open since 2015. Modules on inclusive pedagogy and critical pedagogy provide the foundation for a course offers both a theoretical exploration of learner-centered, technology-enhanced learning and the scaffolding to develop a teaching portfolio.

 

Read and annotate:

John Pell and William Duffy. “Freire in the Agora: Critical Pedagogy and Civil Discourse.” Literacy in Composition Studies 3, no. 1 (March 16, 2015): 95–107.

 

Contemporary Pedagogy at Virginia Tech: A Conversation with Shelli Fowler

https://siriusreflections.org/gedivt/contemporary-pedagogy-at-vt-a-conversation-with-shelli-fowler/

 

Thursday (3/22): Talk to an #OpenLearning18 friend about your Open Pedagogy Praxis

via Tweets, DM’s, email, any other form of subspace communication.

Gold Stars for reporting / reflecting on that exchange on your blog!

 

Friday (3/23): Post your Open Pedagogy

2:00-3:00 Twitter Chat

Topic: OEP’s and Open Pedagogy: How do you use them and why?

 

Additional Readings / Resources

Gardner Campbell, Networked Learning as Experiential Learning

Amy Nelson

Connected Learning and Integrative Thinking: Teaching History at Virginia Tech

Networked Learning Communities in Hybrid Courses

The Student-Centered Lecture

 

AND: A small sampling of things that have resonated with our work on Open Pedagogy authored by people not taking part in the cMOOC. Also check out the references in Jhangiani and DeRosa’s chapter assigned for Monday.

 

Cronin, Catherine. “Opening up Open Pedagogy – Catherinecronin.” (April, 2017)

Laura Gibbs and Stacy Zemke, “Ten qualities of Open Pedagogy

April Open Perspective: What Is Open Pedagogy?” Year of Open (blog). (2017)

Fallacy of Open (2015)

 

Sara Goldrick-Rab Paying the Price. (2016).

Tressie McMillan Cottom. “The Coded Language of For-Profit Colleges.The Atlantic, February 22, 2017.

 

Relevant to information literacy, civil discourse, and other things open:

Mike Caulfield Web Literacy for Student Fact Checkers

 

Additional Material from Hybrid Pedagogy:

CFP: Politicizing Critical Digital Pedagogy (Feb. 2017)

http://www.digitalpedagogylab.com/hybridped/politicizing-critical-digital-pedagogy/

Open Digital Pedagogy=Critical Pedagogy

http://www.digitalpedagogylab.com/hybridped/open-digital-pedagogy-critical-pedagogy/

If Freire Made A MOOC: Open Education as Resistance

http://www.digitalpedagogylab.com/hybridped/freire-made-mooc-open-education-resistance/

Open Pedagogy linked to OER:

David Wiley

https://opencontent.org/blog/archives/2975 (2013)

https://opencontent.org/blog/archives/4921 (2017)

Clint Lalonde, “Does Open Pedagogy Require OER?” (Feb. 2017)

http://clintlalonde.net/2017/02/04/does-open-pedagogy-require-oer/

Bronwyn Hagarty, “Attributes of Open Pedagogy: A Model for Using OER” (2015)

https://upload.wikimedia.org/wikipedia/commons/c/ca/Ed_Tech_Hegarty_2015_article_attributes_of_open_pedagogy.pdf


Post by Week 6 Director Amy Nelson
Edited by Hub Director Gardner Campbell

There are comments yet... maybe you can be the first?

Leave a Reply

css.php