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Open pedagogy: making learning visible through live, reflective, and co-created experiences
The document discusses open pedagogy as a method for enhancing learning through live, reflective, and co-created experiences. It emphasizes the importance of engaging students with an authentic audience and the representation of knowledge. Various aspects of open educational resources and practices, along with definitions and case studies, are explored to provide insights into implementing open pedagogy in educational settings.
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Open pedagogy: making learning visible through live, reflective, and co-created experiences
- 1. Open Pedagogy: MakingLearning Visible through Live, Reflective and Co-created Experiences Liesel Knaack, Director Michael Paskevicius, Educational Developer Centre for Innovation and Excellence in Learning Vancouver Island University
- 2. Agenda 1. Introductions (2mins) 1. Our Evolving Perspectives (Demonstration) (5 mins) 1. What Does Open Pedagogy Look Like for You? (Group Discussion) (7 mins) 1. Towards a Definition (3 mins) 1. Examples (Sharing) (7 mins) 1. Case Study (Group Activity) (15 mins) 1. Summary (2 mins)
- 3. Our Evolving Perspectives OpenPedagogy Open access Open Textbooks Open for Greater Good - Social Justice Open Educational Resources Open educational practices Networked learning Digital literacies The open web Digital identities
- 4. What Does OpenPedagogy Look Like for You?
- 5. Hegarty, B. (2015).Attributes of Open Pedagogy: A Model for Using Open Educational Resources. EDUCATIONAL TECHNOLOGY, 4.
- 6. Degrees of Openness Hodgkinson-Williams,C., & Gray, E. (2009). Degrees of Openness: The Emergence of Open Educational Resources at the University of Cape Town. International Journal of Education and Development Using ICT, 5(5), 101–116.
- 8. Towards a Definition Open/SocialPedagogy Design approaches to teaching and learning that engage students with what we might call an “authentic audience” (other than the teacher), where the representation of knowledge for an audience is absolutely central to the construction of knowledge in a course. Social pedagogies build in iterative cycles of engagement with the most difficult material, and through a focus on authentic audience and representation of knowledge for others, help students deepen their understanding of core concepts by engaging in the ways of thinking, practicing, and communicating in a field. Bass, R., & Elmendorf, H. (2009). Social Pedagogies - Teagle Foundation White Paper. Retrieved 9 May 2017, from https://blogs.commons.georgetown.edu/bassr/social-pedagogies/
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- 14. Open / Social PedagogyCase Provide Guidance to An Instructor In Need!
- 15. Summary Open Pedagogy: MakingLearning Visible through Live, Reflective and Co-created Experiences Liesel Knaack, Director (liesel.knaack@viu.ca) Michael Paskevicius, Educational Developer (michael.paskevicius@viu.ca) Centre for Innovation and Excellence in Learning
Editor's Notes
- #2 I’ll introduce the session, myself (turn to you to introduce yourself) and then we’ll quickly go around the room and ask people to say their name, area and institution.
- #3 Liesel: I’ll briefly go over the agenda
- #4 LK prompts MP in discussion
- #5 LK
- #6 MP
- #7 MP
- #8 MP
- #9 MP
- #15 Liesel reads the case study to the group and hands out a similar sheet with questions. The case study is on a handout now and printed 25 times for people to read/discuss. People will read for 2 mins, discuss for 5, share a few ideas back to whole group. LK facilitates and takes ideas, MP chimes in with thoughts. Case: Trying to Fish Out the Optimal Course Components Nerine Turan has been teaching for several years in the Fisheries Program at Coastal University. One of her classes is called ‘Fisheries in the Local Context’. This class relies on a purchased textbook and a set of slides she has for each lesson. She also uses an online learning platform to share content, links and videos and a spot for students to upload written assignments. Students have two large papers to submit during the semester (one near the middle and one at the end of semester) that ask students to show they know the content and can write a paper. She has one hefty mid-term (mainly multiple-choice and short answer) and a final exam (longer questions). She uses these evaluation tools to determine if students have read the textbook and know the concepts and definitions for her course. On final course evaluations, students typically complain that there is a lot of writing and studying to do in this class and want to get outside more to interact with the local community members, industry people and experts living nearby (since the course is supposed to be about this topic). Students are also heard talking about how their papers are just summaries of the textbook and class slide presentations – and wonder why they are not doing more with current news, research in this field, local issues and topics. Upon some reflection, this past year she dropped one of the papers and replaced it with a group assignment. Groups of 5 students had to get together to present a slideshow about their knowledge on a local topic she assigned to them. She felt that this might make the course more engaging and address their concerns. The students did appreciate the chance to explore a local topic. However, she ended up getting a lot of comments about group work and the difficulty in getting 5 people together to do the slides and prepare for the presentation. Ah – she tried. She’s come to you (a group of colleagues) for some advice. Can you help her out? For Discussion What might you suggest for a redesign of some or parts of her course? Could components of open/social pedagogy be incorporated in some of that redesign?
- #16 LK and MP - Summarize key themes, if time any questions, let them know email etc.