Maybe you are curious about the growing number of open educational resources. Maybe you are intrigued by MOOCs. Or maybe you are passionate about the whole Openness movement and its potential for transforming education. Regardless of your level of interest, if you’re pro-Open you have no doubt come up against barriers: outdated copyright regulations, academic policies… even the opinions of some of your colleagues.
How can we better facilitate a dialogue that gets more people talking about Openness? A good model helps! Border pedagogy builds on the familiar ‘community of practice’ model and offers a way of visualizing all the ways we want to be Open. In this session, we’ll explore the borders around our educational structures and communities of practice. Can Openness help us kick holes in the ivory towers that surround our work?
https://www.ucalgary.ca/news/files/news/images/Henry-Giroux-350.jpgHenry GirouxMcMaster UniversityGiroux, H. (2005). Border Crossings: Cultural Workersand the Politics of Education (2nd edition).Routledge Publishing.website: http://www.henryagiroux.com/
Structures arelike ‘phraseballoons’comprised oftheWho, What, When, Where, How & Whyrelated to aneducationalentity.Structureshave bothmechanical/createdaspects andhumanaspects.
http://successfulportfolios.com/wp-content/uploads/2011/11/castle-with-moat.jpgStructures have edges, borders.You can generally tell whether you’re insideor outside the structure.
Structuralaspects thatcontrol accessto theeducationalentity form aborder aroundthe entity.
http://www.enka.co.uk/getfile/fd77f959-e42d-47a5-8be7-fad5af011195/independatnt-scaffold.aspxStructures are important!Structures are the value weadd as educators.
http://static.environmentalgraffiti.com/sites/default/files/images/Baarle-Nassau_fronti-re_caf-.jpghttp://blog.oikos-international.org/wp-content/uploads/2012/04/wagah-border-india-pakistan-300x364.jpgBorders can be fascinating
Tom HeaneyNational-Louis University… “adult educators [need to] recognize that themost intensive and potentially productive adultlearning is situated on the edges of communities ofpractice” in the “…dynamic and at times chaoticenergy which is experienced ‘on the edge,’ – wherethe frenzy of transformative learning is more likelyto occur.Heaney, T. (1995). Learning to control democratically:ethical questions in situated adult education.Originally published in AERC95. Available from theauthor.”
Walls are nuancedhttp://storage.canoe.ca/v1/dynamic_resize/sws_path/suns-prod-images/1310631286910_ORIGINAL.jpg?quality=80&size=650xhttps://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcROj62TzTrU-2vuojx-I0PmqHrW9gWKbXOr7AGmNQvXPR88yh-6
…& engender strong emotionsAaron Swartz, 1986 - 2013Scott Leslie, tweet response to YouTube’s copyright wallAngry post, response to San Jose State U’s decision to contract with EdXBeatrice Marovich:“The good thing about aMOOC is that it kicks open adoor or two of that old ivorytower and freely lets hearty,tasty information into theworld.”Online learning: More than MOOCs.From The Chronicle of Higher Educationhttp://www.bostonglobe.com/rf/image_r/Boston/2011-2020/2013/01/14/BostonGlobe.com/ReceivedContent/Images/AaronSwartzNY.r.jpg
Allan LauzonUniversity of Guelph“The function of border pedagogy, then, is tochallenge, transgress and redefine borders sothat they are more inclusive and more just. (p.269).Lauzon, A.C. (1999). Situating cognition and crossingborders: resisting the hegemony of mediatededucation. British Journal of EducationalTechnology 30(3), pp. 261-276.”
Examples(as time permits)• Student services renovation• Examining, challenging the border between“teacher” and “students”• Plagiarism and the “academic essay”