Slides for a talk at Douglas College in the Vancouver area, British Columbia, Canada, during Open Access Week 2017. The talk was about what "open pedagogy" means, and whether and why the word "open" fits it.
These are not the latest versions of the slides, but SlideShare no longer allows replacing slides with a new file at the same URL, so I'm keeping these here because I shared this URL with others previously. Here is the URL for the final version of these slides: https://www.slideshare.net/clhendricksbc/whats-open-about-open-pedagogy-final-version
These are the final versions of slides for a talk I gave at Douglas College in the Vancouver, BC area for Open Access Week in October 2017 (an earlier version is also posted here on SlideShare because I gave that URL out before, and SlideShare no longer allows replacing old files with new ones at the same URL).
The slides talk about what "open pedagogy" might be, showing how some people have defined it and then coming up with a list of six categories of things that are common to more than one definition of open pedagogy. They then ask what it is that these definitions share that relates to openness: what's "open" about open pedagogy?
Slides for a talk I gave at Douglas College in the Vancouver, BC (Canada) area, during open access week 2017. You can download the slides as power point on my blog: http://blogs.ubc.ca/chendricks/2017/11/11/presentation-whats-open-about-open-pedagogy/
The slides talk about what "open pedagogy" might be, showing how some people have defined it and then coming up with a list of six categories of things that are common to more than one definition of open pedagogy. They then ask what it is that these definitions share that relates to openness: what's "open" about open pedagogy?
Slides for a 2-day workshop at Davidson College in North Carolina, USA. See the site I created for the workshop for more info and to download slides in power point format: https://chendricks.org/oep2018/
Here are the day 1 slides for this workshop: https://www.slideshare.net/clhendricksbc/open-educational-practices-davidson-college-day-1-109408680
Transforming Course Assessments with Backwards Design & Renewable AssignmentsChristina Hendricks
A workshop at the American Association of Philosophy Teachers' conference, July 2016. The first half is about how using backwards design and different types of learning goals as enumerated by Dee Fink can help one one rethink assignments in philosophy courses. The second is about "renewable assignments" according to David Wiley and how they might work in philosophy courses. Ideally one could come up with a new learning goal from the first half and then come up with a renewable assignment to fit it, from the second half of the workshop.
Download and edit here: https://osf.io/zvnqy/
Presentation at Vanderbilt University February 22, 2019. Discusses open educational practices, open pedagogy, and the values, benefits, challenges and risks of these.
It's Not Just About the Money: Open Educational Resources and PracticesChristina Hendricks
Slides for a presentation at an event called Open Art Histories at Langara College in Vancouver, BC, Canada in January 2020. They are meant to explain the what, how and why of OER and OEP. Editable power point slides: https://osf.io/x9s5n/.
Students and Open Education: From the What to the How and Why (and When Not)Christina Hendricks
A keynote given at the eCampus Ontario Technology-Enhanced Seminar and Showcase 2017. https://tess17.ecampusontario.ca/home
Slides are available in an editable (PPTX) format at the Open Science Framework: https://osf.io/fcz5x/
These are the final versions of slides for a talk I gave at Douglas College in the Vancouver, BC area for Open Access Week in October 2017 (an earlier version is also posted here on SlideShare because I gave that URL out before, and SlideShare no longer allows replacing old files with new ones at the same URL).
The slides talk about what "open pedagogy" might be, showing how some people have defined it and then coming up with a list of six categories of things that are common to more than one definition of open pedagogy. They then ask what it is that these definitions share that relates to openness: what's "open" about open pedagogy?
Slides for a talk I gave at Douglas College in the Vancouver, BC (Canada) area, during open access week 2017. You can download the slides as power point on my blog: http://blogs.ubc.ca/chendricks/2017/11/11/presentation-whats-open-about-open-pedagogy/
The slides talk about what "open pedagogy" might be, showing how some people have defined it and then coming up with a list of six categories of things that are common to more than one definition of open pedagogy. They then ask what it is that these definitions share that relates to openness: what's "open" about open pedagogy?
Slides for a 2-day workshop at Davidson College in North Carolina, USA. See the site I created for the workshop for more info and to download slides in power point format: https://chendricks.org/oep2018/
Here are the day 1 slides for this workshop: https://www.slideshare.net/clhendricksbc/open-educational-practices-davidson-college-day-1-109408680
Transforming Course Assessments with Backwards Design & Renewable AssignmentsChristina Hendricks
A workshop at the American Association of Philosophy Teachers' conference, July 2016. The first half is about how using backwards design and different types of learning goals as enumerated by Dee Fink can help one one rethink assignments in philosophy courses. The second is about "renewable assignments" according to David Wiley and how they might work in philosophy courses. Ideally one could come up with a new learning goal from the first half and then come up with a renewable assignment to fit it, from the second half of the workshop.
Download and edit here: https://osf.io/zvnqy/
Presentation at Vanderbilt University February 22, 2019. Discusses open educational practices, open pedagogy, and the values, benefits, challenges and risks of these.
It's Not Just About the Money: Open Educational Resources and PracticesChristina Hendricks
Slides for a presentation at an event called Open Art Histories at Langara College in Vancouver, BC, Canada in January 2020. They are meant to explain the what, how and why of OER and OEP. Editable power point slides: https://osf.io/x9s5n/.
Students and Open Education: From the What to the How and Why (and When Not)Christina Hendricks
A keynote given at the eCampus Ontario Technology-Enhanced Seminar and Showcase 2017. https://tess17.ecampusontario.ca/home
Slides are available in an editable (PPTX) format at the Open Science Framework: https://osf.io/fcz5x/
Beyond Cost Savings: The Value of OER and Open Pedagogy for Student LearningChristina Hendricks
Slides from a workshop at Mt. Royal University March 9, 2018, for Open Education Week. These slides discuss Open Educational Practices and Open Pedagogy, and examples of each.
These slides are downloadable in Power Point format on my Open Science Framework repository: https://osf.io/kctf3
Slides for a talk at the Justice Institute of British Columbia in November 2019, designed to introduce open educational resources. PowerPoint slides available: https://is.gd/oerjibc2019
Downloadable/editable slides: https://osf.io/5gf3n/
Presentation for a workshop at the Student Union Development Summit at the University of British Columbia in Vancouver, BC, Canada.
Downloadable & editable files: https://osf.io/nstbq
Slides for a presentation at the BCCAT (British Columbia Council on Admission and Transfer) articulation meeting for Philosophy in May, 2019. Discusses what OER are and how to find some OER and open textbooks to use for philosophy courses.
The Future is Open: Enhancing Pedagogy via Open Educational PracticesRajiv Jhangiani
Video recording available here: https://youtu.be/HZCxGtAPR9U
"Open educational practices" is a broad term that encompasses the creation and adoption of open textbooks and other open educational resources, open course development, and the use of “non-disposable assignments." This presentation makes a case for why the move away from traditional (closed) practices is not only desirable but inevitable, and how students, faculty, institutions, and our communities all stand to benefit greatly from this transformation.
Sandra Schaffert: Open Educational Resources as Facilitators of Open Educatio...Sandra Schön (aka Schoen)
In the last few years Open Educational Resources (OER) have gained much attention. Experts who understand OER as a means of leveraging educational practices and outcomes define OER based on the following core attributes: the content is provided free of charge and liberally licensed for re-use in educational activities, the content should ideally be designed for easy re-use, open content standards and formats are being employed, and software is used for which the source code is available (i.e. Open Source software). From January 2006 to December 2007 Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning. The project aimed at promoting OER through different activities and products such as a European OER roadmap and OER tutorials. We present some results of the roadmap which provides an overview of the OER landscape and describes possible pathways towards a higher level of production, sharing and usage of OER. The roadmap emphasises that the knowledge society demands competencies and skills that require innovative educational practices based on open sharing and evaluation of ideas, fostering of creativity, and teamwork among the learners. Moreover, the roadmap provides recommendations on required measures and actions to support decision making at the level of educational policy and institutions.
Presentation at Cascadia Open Education Summit 2019. We worked on creating an open pedagogy toolkit with over 70 participants. Links to tools are in the slides. his workshop briefly introduces open pedagogy and showcases a diverse set of examples of open pedagogy in practice. Participants will then discuss design issues such as assessment, sustainability, and ethical issues, and will make a plan for revising or creating a new open pedagogy activity in their own context. Session Objectives
After attending the session, participants will be able to:
Explain what they take open pedagogy to be and give examples
Evaluate approaches to practical issues that should be taken into consideration when engaging in an open pedagogy project
Formulate a plan for implementing an open pedagogy project in their own context
E107 Open Education Practice and Potential: Session 2Brandon Muramatsu
Session 2 for Education E-107, Open Education Practice and Potential, Spring 2011 (Harvard University Extension) taught by M.S. Vijay Kumar and Brandon Muramatsu.
Slides for a short presentation on open leadership for OCLMOOC, an open, online course for educators in Alberta, Canada. Archive of this session on Blackboard Collaborate can be found here: http://oclmooc.wordpress.com/archives-of-oclmooc-sessions/
A presentation given at Open UBC week at the University of British Columbia in Vancouver, Oct. 23, 2013. Much of the second half of the presentation was spent browsing the linked websites, so there isn't much on the slides for the second half!
Beyond Cost Savings: The Value of OER and Open Pedagogy for Student LearningChristina Hendricks
Slides from a workshop at Mt. Royal University March 9, 2018, for Open Education Week. These slides discuss Open Educational Practices and Open Pedagogy, and examples of each.
These slides are downloadable in Power Point format on my Open Science Framework repository: https://osf.io/kctf3
Slides for a talk at the Justice Institute of British Columbia in November 2019, designed to introduce open educational resources. PowerPoint slides available: https://is.gd/oerjibc2019
Downloadable/editable slides: https://osf.io/5gf3n/
Presentation for a workshop at the Student Union Development Summit at the University of British Columbia in Vancouver, BC, Canada.
Downloadable & editable files: https://osf.io/nstbq
Slides for a presentation at the BCCAT (British Columbia Council on Admission and Transfer) articulation meeting for Philosophy in May, 2019. Discusses what OER are and how to find some OER and open textbooks to use for philosophy courses.
The Future is Open: Enhancing Pedagogy via Open Educational PracticesRajiv Jhangiani
Video recording available here: https://youtu.be/HZCxGtAPR9U
"Open educational practices" is a broad term that encompasses the creation and adoption of open textbooks and other open educational resources, open course development, and the use of “non-disposable assignments." This presentation makes a case for why the move away from traditional (closed) practices is not only desirable but inevitable, and how students, faculty, institutions, and our communities all stand to benefit greatly from this transformation.
Sandra Schaffert: Open Educational Resources as Facilitators of Open Educatio...Sandra Schön (aka Schoen)
In the last few years Open Educational Resources (OER) have gained much attention. Experts who understand OER as a means of leveraging educational practices and outcomes define OER based on the following core attributes: the content is provided free of charge and liberally licensed for re-use in educational activities, the content should ideally be designed for easy re-use, open content standards and formats are being employed, and software is used for which the source code is available (i.e. Open Source software). From January 2006 to December 2007 Open e-Learning Content Observatory Services (OLCOS), a project co-funded by the European Commission under the eLearning Programme, explored how OER can make a difference in teaching and learning. The project aimed at promoting OER through different activities and products such as a European OER roadmap and OER tutorials. We present some results of the roadmap which provides an overview of the OER landscape and describes possible pathways towards a higher level of production, sharing and usage of OER. The roadmap emphasises that the knowledge society demands competencies and skills that require innovative educational practices based on open sharing and evaluation of ideas, fostering of creativity, and teamwork among the learners. Moreover, the roadmap provides recommendations on required measures and actions to support decision making at the level of educational policy and institutions.
Presentation at Cascadia Open Education Summit 2019. We worked on creating an open pedagogy toolkit with over 70 participants. Links to tools are in the slides. his workshop briefly introduces open pedagogy and showcases a diverse set of examples of open pedagogy in practice. Participants will then discuss design issues such as assessment, sustainability, and ethical issues, and will make a plan for revising or creating a new open pedagogy activity in their own context. Session Objectives
After attending the session, participants will be able to:
Explain what they take open pedagogy to be and give examples
Evaluate approaches to practical issues that should be taken into consideration when engaging in an open pedagogy project
Formulate a plan for implementing an open pedagogy project in their own context
E107 Open Education Practice and Potential: Session 2Brandon Muramatsu
Session 2 for Education E-107, Open Education Practice and Potential, Spring 2011 (Harvard University Extension) taught by M.S. Vijay Kumar and Brandon Muramatsu.
Slides for a short presentation on open leadership for OCLMOOC, an open, online course for educators in Alberta, Canada. Archive of this session on Blackboard Collaborate can be found here: http://oclmooc.wordpress.com/archives-of-oclmooc-sessions/
A presentation given at Open UBC week at the University of British Columbia in Vancouver, Oct. 23, 2013. Much of the second half of the presentation was spent browsing the linked websites, so there isn't much on the slides for the second half!
A presentation on open education and philosophy given at the biannual meeting of the American Association of Philosophy Teachers, College of St. Benedict and St. John's University, July-Aug. 2014.
In it I ask people to discuss just what "open education" might be, give some examples of it, and ask for discussion of potential benefits/drawbacks/obstacles to engaging in open educational activities.
The role of educational developers in supporting open educational practicesMichael Paskevicius
While open educational resources (OER) increase in availability, sophistication, quality and adoption around the world there remains a gap in the utilization and contribution to open educational practices, amongst faculty. While an official definition for open educational practices is still emerging, we align ourselves with the following articulation which suggests nascent practices enabled by the affordances of OER and open technology infrastructure allowing for the transformation of learning (Camilleri & Ehlers, 2011) which invites students contribution, engagement, and ownership of knowledge resources thereby flattening the balance of power in student/teacher relationships (McGill, Falconer, Dempster, Littlejohn, & Beetham, 2013).
Arguments have been made at various levels to engage and support faculty in using open educational practices – at the institutional level to support strategic advantage through lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); through incentives which support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016); through the experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013); and in the forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011).
This session will focus on the stakeholder role of the educational developer, often situated within teaching and learning centres, whose responsibility may include support of more open practices in higher education, to meet various institutional goals and objectives. Teaching and learning centres are well positioned to support change, review program and course objectives and quality, support professional development in the context of “open”, and support teaching and learning at the departmental, program, and course level. Open educational practices can be situated as a tool to support these change initiatives and provide new conceptualizations of teaching and learning (Bossu, & Fountain, 2015).
Presentation of my preliminary research findings at SRHE Digital University Network seminar "Critical Perspectives on 'Openness' in Higher Education" - SRHE, London, 18-Nov-2016
Slides for a 2-day workshop at Davidson College in North Carolina, USA. See the site I created for the workshop for more info and to download slides in power point format: https://chendricks.org/oep2018/
Here are the day 2 slides for this workshop: https://www.slideshare.net/clhendricksbc/open-educational-practices-davidson-college-day-2
ExplOERing the Possibilities of Open Educational ResourcesErin Owens
Slides from a presentation at the 2019 SHSU Teaching & Learning Conference. Presentation description: Educators hear a lot these days about Open Educational Resources (OER), especially since the Texas legislature passed SB 810 in 2017, but instructors may not yet be familiar with OER or confident about using them. This session provides the opportunity to “explOER” these resources from different angles. Attendees will investigate OER quality through hands-on activities; see practical examples of project-based learning projects that engage students in OER creation; understand the intersection of OER and social justice; and learn about research studies showing the correlation between OER use and student success. Participants will leave with a better sense of how OER might fit into their personal instruction toolboxes.
A Vision for Small(er) Institutions in open educationSarah Cohen
Keynote at ConnectNY.
Smaller institutions have been slow to join the open education movement yet they offer unique conditions to engage faculty and students through open pedagogy. This talk outlines the important role small(er) institutions can play in open education.
Licensed CC BY.
presentation on connecting adult learning theories and progressive learning theories with new learning environments including those with OERs and MOOCs.
Slides from a workshop on the Scholarship of Teaching and Learning at Lakehead University in November 2019. They include an introduction to SoTL and information/activities on getting started with a research question and thinking about which data one might collect to fit that question.
Slides that introduce SoTL: what it is, some examples, and why one might do it. Presented to a few groups at Lakehead University in November 2019. Slides available to download w/o slideshare account: https://osf.io/xkw4g/
Slides for an Introduction to Philosophy course at the University of British Columbia in Vancouver, BC, Canada. These slides talk about Singer's articles: "Famine, Affluence & Morality," and "The Singer Solution to World Poverty"
O'Neill on Kant's second form of the Categorical ImperativeChristina Hendricks
Slides for an Introduction to Philosophy course at the University of British Columbia in Vancouver, BC, Canada. This is the first set of slides for O'Neill's text, "Kantian Approaches to Some Famine Problems"; there will be more slides added later.
Nozick, "The Experience Machine" and Wolf, "The Meanings of Lives"Christina Hendricks
These slides are for an introduction to philosophy course at the University of British Columbia in Vancouver, BC, Canada. The first half of the lecture on Wolf's article was done by a guest lecturer so those slides are not here.
These slides are for an Introduction to Philosophy course at the University of British Columbia in Vancouver, BC, Canada. They discuss a couple of Nagel's purported "bad arguments" for saying life is absurd, then his view of why human life is absurd, and how we should respond to that.
These slides are for an introduction to philosophy class at the University of British Columbia-Vancouver, British Columbia, Canada. They talk about Sisyphus' task, the absurdity of our own lives, and how we should respond to that by both acknowledge absurdity and revolting against it.
These slides are for an Introduction to Philosophy course at the University of British Columbia in Vancouver, BC, Canada. We read parts of Chapter 4 and parts of the Conclusion of Glen Coulthard's book Red Skin, White Masks: Rejecting the Colonial Politics of Recognition. We discussed these texts in the context of a unit on civil disobedience in this course.
These slides are for a video, so they don't have a lot of information on them by themselves. The link to the video will be posted here as soon as the video is online.
This is a lecture on William Scheuerman's article, "Whistleblowing as Civil Disobedience: The Case of Edward Snowden," Philosophy and Social Criticism (2014). It is for an introduction to philosophy course at the University of British Columbia in Vancouver, BC, Canada
These slides are for a lecture on civil disobedience in an Introduction to Philosophy course at the University of British Columbia in Vancouver, BC, Canada.
These slides are for an Introduction to Philosophy course at the University of British Columbia, and are about Martha Nussbaum's article called "Capabilities and Human Rights" (1997).
Slides for a webinar organized by BCcampus on Open Education at British Columbia post-secondary institutions. These slides are about a project in which students and faculty create and use case studies as open educational resources
Slides for an introduction to philosophy class at the University of British Columbia in Vancouver, BC, Canada. These talk about Singer's arguments in "Famine, Affluence and Morality" and "The Singer Solution to World Poverty."
These slides are for an introduction to philosophy course at the University of British Columbia. They focus on Thomson's "bystander at the switch," "loop," and "fat man" trolley cases.
A lecture for PHIL 102, Introduction to Philosophy, at the University of British Columbia in Vancouver. Talks about some of Epicurus' epistemology, physics, and his view on how to live to reach eudaimonia/ataraxia.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Christina Hendricks
Deputy Academic Director, CTLT
University of British Columbia,
Vancouver
October 26, 2017
What’s Open
About Open
Pedagogy?
Photo by Giga Khurtsilava on Unsplash These slides licensed CC BY 4.0
2. From Open Content to Open
Edu Practices, Open
Pedagogy
Some of my recent journey to this topic …
4. Too much on textbooks?
“I don’t actually care about textbook costs. I care about
access, broadly conceived: access to ideas, access to
pathways to contribute to knowledge … Fundamentally, I
don’t want to be part of a movement that is focused on
replacing static, over-priced textbooks with static, free
textbooks.”
-- Robin DeRosa
10. Jim Groom Blog Post April 2017
“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.”
-- Jim Groom, “I don’t need permission to be open”
(April 2017)
12. “I’m convinced that the terms “open pedagogy” and
“open educational practices” are understood so
differently by so many people that there is literally no
hope of achieving a useful consensus about the
meaning of either of these terms. …[T]he absence of
a shared understanding of these terms
removes any utility I previously hoped they had.”
-- Wiley, “OER-enabled pedagogy,” May 2017
15. Some Open Edu Practices
• Use, revision & creation of OER; encouraging others to do
so
• Open reflection on & sharing of teaching ideas, practices,
process
• Open learning
• Open scholarship
-- Open Practices Briefing
Paper (Beetham et al., 2012)
Open access logo from PLoS, licensed CC BY-SA 3.0
on Wikimedia Commons
17. “… a grounded theory approach to the open definition ….
we build up a definition based more on what is
happening in practice, rather than preconceived theory
about open. … [T]he conclusion would be to focus on
openness in practice, what that looks like, how to do it
well, and its benefits ….”
-- Matthew Smith, ROER4D newsletter, Feb-March 2016
18. What are some examples of
things you would call “open
pedagogy”?
http://pollev.com/christinahen284
19. “Non-Disposable” Assignments
David Wiley on disposable
assignments (2013):
“… assignments that add no value
to the world – after a student
spends three hours creating it, a
teacher spends 30 minutes
grading it, and then the student
throws it away.”
Images licensed CC0 on pixabay.com: ttrash can and symbol for no
22. Students & Open Textbooks
Cover licensed CC BY 4.0; see book here
Jacobs 1 house by Frank Lloyd Wright; image by James Steakley
on Wikimedia Commons, licensed CC BY-SA 4.0
23. Students Contributing to Other
OER
Game and explanation, from Uni of Kansas http://cases.open.ubc.ca
24. Students Contributing to Curriculum
• Creating assignments: DS106 assignment bank
• Creating quiz & exam questions: Social Psychology with
Rajiv Jhangiani
• Determining what to read and write about: Maha Bali’s
“Content Independent Teaching”
• Students creating learning outcomes, assignments, grading
policies: Robin DeRosa’s First Year Seminar
25. Shared aspects of open pedagogy
Students producing
OER, public
knowledge; non-
disposable
assignments
Student choice,
agency, autonomy;
e.g., as co-creators
of curricula
Increasing
access: financial
and other
Connecting to
wider networks
in teaching &
learning
Transparency in
teaching & learning,
fostering trust
Equity & social
justice in teaching
& learning
Open-ended
problems; value
creativity &
change
27. Open Edu in 1960s and 70s
Flexibility in
space & time,
curricula
Student choice,
autonomy;
sharing authority
Individualized
instruction; teacher as
facilitator
28. Definition difficulties
Lilian G. Katz (1972) on resistance to
defining “open education”:
“The resistance stems from fear of the
development of orthodoxies, doctrines
and rigidities. … [There is] a common
assertion that specificity must
necessarily, in and of itself, betray the
spirit of openness and informality.”
30. What’s open about these?
Students producing
OER, public
knowledge; non-
disposable
assignments
Student choice,
agency, autonomy;
e.g., as co-creators
of curricula
Connecting to
wider networks
in teaching &
learning
Open-ended
problems; value
creativity &
change
Increasing
access: financial
and other
Transparency in
teaching & learning,
fostering trust
Equity & social
justice in teaching
& learning
http://pollev.com/christinahen284
32. Removing barriers…
• That block visibility: transparency
• That bind us in particular answers & practices: promoting
creativity, multiple approaches & pathways to learning
• To education & content: access
• To student choice: autonomy
• Between people, places & times
• between students and teachers: shared authority
• connecting to wider networks, contributing to public
knowledge
Social justice
& equity
33. What does “open” add?
Does it help to call such things “open” pedagogy?
Student as Producer
Self-directed Learning
Students as Partners
Connected Learning
34. Too broad?
Brian V. Hill, “What’s Open About Open
Education?” (1975):
We suffer from “attempts to lump
diverse trends together under the
rubric of ‘open education’. Let us
press for more specific and descriptive
labels to identify the values, objectives
or procedures that are being
commended to us ….”
35. An excellent candidate for sloganizing is the word ‘open’.
Immediately one uses it, the options polarize. To be open …
is to be not closed, restricted, prejudiced or clogged; but
free, candid, generous, above board, mentally flexible,
future-oriented, etc. The opposite [sic] does not bear
thinking about, and there can be no third alternative.
‘Open’ is yum.
-- Hill, 1975
36. Is open more than yum?
in open pedagogy
http://pollev.com/christinahen284
37. Would love to hear questions!
http://pollev.com/christinahen284
38. Thank you!
Christina Hendricks
Professor of Teaching, Philosophy
Deputy Academic Director, Centre for Teaching, Learning
& Technology, UBC-Vancouver
• Blog: http://blogs.ubc.ca/chendricks
• Website: http://chendricks.org
• Twitter: @clhendricksbc
Editor's Notes
Ryan Merkley and Cathy Casserley keynotes too: see Amanda Coolige’s reflections:
“A few takeaways from Ryan’s kick off keynote, "Open has to be about more than the 5Rs. It is also about our values: access, equity, innovation & creativity." I appreciated Ryan’s calling out of the values in open. We seem to have forgotten these values in some of the work we are doing, specifically with regards to access and equity. When we are designing our OER are we considering the student who can not see, who can not read, who does not have internet access, who is juggling multiple jobs and therefore needs access to the resources on a mobile friendly device. Or are we designing for the privileged? Do we make assumptions about our audience? Do we make assumptions as to the faculty member’s intention? We need to start designing our resources for the many, not the select few. He added, “Education is about equity. So we have to talk about the forces that oppose it, injustice, privilege, exclusion”. We have to talk about the forces that oppose it and we have to continue to be advocates for the underprivileged.”
Re: Casserly’s keynote: “She called out the elephant in the room, the fact that for the past few years there has been growing concern that perhaps the open movement isn’t following its values. That while we talk about inclusion and diversity, we aren’t activists in ensuring that inclusion and diversity are at the forefront of our work. We talk. We don’t act.”
Posts by Robert Schuwer, Maha Bali, Arthur Gill Green, David Wiley, Rajiv Jhangiani, Heather Ross, Devon Ritter
Still working on that! This talk is part of that effort.
Image from pixabay.com (licensed CC0): https://pixabay.com/en/thread-embroidery-sewing-floss-841607/
Image from pixabay.com (licensed CC0): https://pixabay.com/en/the-fence-crash-barrier-boulevard-2142212/
Icons purchased through a subscription from thenounproject.com
Open washing: from https://opensource.com/business/14/12/openwashing-more-prevalent
As far as I know, Michelle Thorn, Mozilla’s Director of the Webmaker Program, was the first to define openwashing in 2009: “Openwashing: to spin a product or company as open, although it is not. Derived from “greenwashing," which should not be confused with "The Open Source Washing Machine." Also in 2009, Phil Marsosudiro, coined a similar concept: "Fauxpen," which is defined as "a description of software that claims to be open source, but lacks the full freedoms required by the Open Source Definition.
See also: http://openwashing.org/
When you see an individual, organization, or company claim that their software is "open," check to see if their software is licensed under an OSI approved license. If it is not, they are openwashing.
When you see an individual, organization, or company claim that their content is "open," check to see if it is licensed under a Creative Commons license, another license that grants you the 5R permissions, or placed in the public domain. If it is not, they are openwashing.
Image from pixabay.com (licensed CC0): https://pixabay.com/en/bird-s-nest-chaos-complex-1044889/
Also: open professional development
UDG Agora: http://udg.theagoraonline.net/
The UdG Agora is the site for University of Guadalajara (UdG) Student Centred and Mobile Learning Diploma. The goal of this faculty development program is for UdG professors to confidently integrate student centred and mobile learning strategies and activities in their courses.
Through the use of practical examples, challenges and experiential learning, the program will provide learners with the tools they need to meaningfully plan, design, implement and share student centred and mobile learning in their courses. Learners will collaborate, share, and contribute openly to a community of practice that fosters the enrichment of student centred learning experiences with the use of mobile learning technologies (iPads).
The program adopts the Agora as a metaphor for an open, collaborative, community space where learning happens through interaction and engagement with others. The Agora for this program are both face-to-face (f2f) and online spaces.
Participants participate in challenges that they post their responses to (http://udg.theagoraonline.net/bank/), as well as the “daily try”
Also Teaching with WordPress open online course: http://blogs.ubc.ca/teachwordpress
Matthew Smith, IRDC (International Development Research Centre) program manager, “Open Is as Open Does” (2016): http://roer4d.org/wp-content/uploads/2014/01/ROER4D-Newsletter-February-March-2016.pdf
“As someone who thinks about and funds research on openness in developing country contexts, I’ve often wanted to ditch the word altogether. It is such a value laden term, with so many potential meanings that people attribute whatever meaning they like to it – often with great passion. Then we end up in endless debates regarding effectively arbitrary definitions. Given that any application of “open” to a new social innovation (like open educational resources or open government) is really just a social convention, can we really say that one definition is the right one?”
Criticizes the consensus definition of OER as technical or legal b/c misses out on lots of practices with non-licensed materials that would be considered open, especially in parts of the world where there isn’t as much copyright focus. Plus, something can be legally open w/o being really findable, or being hidden on purpose.
"Definitions, however, are critical – particularly for research. So what can we do?
One alternative approach would be to take a grounded theory approach to the open definition. In other words, we build up a definition based more on what is happening in practice, rather than preconceived theory about open. Given the evidence emerging from IDRC supported research, the conclusion would be to focus on openness in practice, what that looks like, how to do it well, and its benefits – regardless of legal or technical status. I see this as the logical evolution of openness: First we define it (arbitrarily), then we research it, and then based on the new evidence, we redefine it. …
We should be asking: for a given context, what are the different configurations of legal, technical, financial and social characteristics that are necessary to enable the types of open practices we are interested to achieve a particular goal?”
Renewable assignments: using OER, then releasing as OER
Students contributing to OER falls under “open pedagogy” more than students doing things that add value to the world but are not OER, I think…but this could be disputed by others.
Link to course on the slide: https://en.wikipedia.org/wiki/Wikipedia:Wiki_Ed/UBC/ENG470D-003_Canadian_Studies_(2017)
Assignment for this course (from above link)
As a group, choose a topic relevant to our focus on Canadian literature (e.g., an author, text, or institution) that you argue is currently underrepresented in and symptomatic of systemic bias on Wikipedia. ... Importantly, your Canadian literature topic must meet the <a href="https://en.wikipedia.org/wiki/Wikipedia:Notability">Wikipedia community’s criteria of notability</a>, “a test used by editors to decide whether a given topic warrants its own article”. There are specific notability guidelines relevant to our CanLit project:
books: <a href="https://en.wikipedia.org/wiki/Wikipedia:Notability_(books)">https://en.wikipedia.org/wiki/Wikipedia:Notability_(books)</a>
people:<a href="https://en.wikipedia.org/wiki/Wikipedia:Notability_(people)"> https://en.wikipedia.org/wiki/Wikipedia:Notability_(people)</a>
organizations:<a href="https://en.wikipedia.org/wiki/Wikipedia:Notability_(organizations_and_companies)"> https://en.wikipedia.org/wiki/Wikipedia:Notability_(organizations_and_companies)</a>
Then together, draft and publish an article that begins or strengthens this representation by synthesizing existing scholarly and public knowledge. As well, write a group reflection of what you learned during this project. See Part One and Two below.
Also courses in:
Human Ecology: https://en.wikipedia.org/wiki/Wikipedia:Wiki_Ed/University_of_British_Columbia/BIOL_345_Human_Ecology_(Term_2)
-- Human Ecology is a participatory project-based course for upper-level students who are not biology majors. Each student designs and carries out three projects:. a short talk for YouTube, a small community project, and creation or enhancement of a Wikipedia page about a Canadian topic in ecology, climate change or sustainability. The Wikipedia work is done by teams of two students.
Food, Nutrition and Health: https://en.wikipedia.org/wiki/Wikipedia:Wiki_Ed/University_of_British_Columbia/FNH200_Exploring_our_Foods_(Summer_2017)
-- pick an article that needs some work and add to it
Quotes from FNH course on Wikipedia at above link:
Milestones: A 'good' topic for this FNH 200 project should have minimal coverage on Wikipedia. Foods that have been explored in details may not be a good topic for this 2nd-year food science course.For examples:Maple syrup is a good topic as it represents Canada. However, it has been covered quite extensively (https://en.wikipedia.org/wiki/Maple_syrup) and there may not be much left for you as students with only introductory level background in food science.Soju, a Korean beverage, may be a good candidate for this project. Though there is quite a bit of info on soju on Wikipedia, the information are limited to history and consumption pattern of soju. Little information on processing is available. As students in FNH 200, you may want to expand on fermentation techniques, processing requirements, packaging needs, and Canadian regulations (if any) of soju on https://en.wikipedia.org/wiki/Soju
https://wikiedu.org/for-instructors/
Also online orientation and training for instructors and students, and guides for editing Wikipedia articles in various areas, such as Psychology, Ecology, History, Medicine…
The following is from Rebus’ Guide to Making Open Textbooks with Students: https://press.rebus.community/makingopentextbookswithstudents/chapter/case-study-antologia-abierta-de-literatura-hispanica/#footnote-81-2
Dr. Julie Ward, an assistant professor of twentieth- and twenty-first-century Latin American literature at University of Oklahoma….
In the fall 2016 semester, she embarked on a project in her Spanish-language literature course, Introduction to Hispanic Literature and Culture, in which groups of four to five students selected ten texts from the fifteenth century to the twentieth century to include in a critical edition.
The included texts span different genres of literature, with authors ranging from Christopher Columbus to Horacio Quiroga. Ward and a graduate student “research guide” had pre-established lists of texts students could review and choose from.
For each work, the student groups compiled context in the form of an introduction, at least ten annotations on the text about style, references and colloquialisms, an image and a biography about the author–their style, milieux and how the work relates to the rest of their works, and a bibliography. The texts, introductions and all other contextual elements of the book are all in Spanish.
The content of the critical edition was developed in the class, but the work on the text didn’t end there. In the subsequent semester, two students were paid to take the critical edition, verify the facts and public domain licenses, and format it using Pressbooks.
This one is from same book: https://press.rebus.community/makingopentextbookswithstudents/chapter/case-study-frank-lloyd-wright-and-his-madison-buildings/
Anna Andrzejewski, an art history professor and director of graduate studies at the University of Wisconsin-Madison, was looking for a hands-on learning project for her Frank Lloyd Wright art history course.
The class was an upper-division, research course designed for art history majors or grad students, but also open to other disciplines. Andrzejewski had arranged access to seven historic local Frank Lloyd Wright houses for the course.
At each home they visited, students all had the same shared experience, but two or three took ownership to document that home for a chapter of the book. Those students asked the others for feedback during and after the site visit on what they found most interesting and what they should write about. Students got to pick a theme for each chapter.
First and foremost, the assignment specified that each chapter must include a theme appropriate to the home featured. For instance: preservation, a period of Wright’s career, modular design, a style of architecture.
In addition, the assignment specified that each chapter should include three different sections:
An introduction, a one- to two-paragraph overview of the house and thesis statement of the chapter to follow
An architectural description of the building, to include three to five paragraphs of description and complementary images
An interpretive thematic section, which was a minimum-three-paragraph, “abundantly illustrated” narrative that was to demonstrate evidence that they listened to their classmates at the class discussions at the site and that they had done additional research outside of class. (Sources for this research could include anything from oral histories to archival research, book research or interviews.)
Students did all the writing, image collection and uploading, editing, book styling and footnotes as they built the book.
University of Kansas game:
The Digital Storytelling Project on Library Anxiety is a student-designed, interactive game intended to introduce first-year students to KU Libraries’ resources and services. It adopts a fun yet informative tone to lower library anxiety among incoming freshmen and illustrate the benefits of library use.
Description
The Digital Storytelling Project on Library Anxiety began as a project in a service learning course offered by the Film and Media Studies Department at the University of Kansas (KU). In spring 2015, three undergraduate students enrolled in the course collaborated with KU Libraries to create an interactive, digital game addressing experiences of library anxiety among undergraduate students that could be integrated into first-year-experience courses offered by the university. The original student team created the game’s branching pathways within Twine, wrote the game text, and drafted a small number of animated GIFs that established the tone for the game. In spring 2016, after receiving funding to support production of the game’s missing elements, KU Libraries contracted one of the student team members to create the remaining illustrations and ensure their integration into the Twine file. Type-specific handouts were created to supplement the game, which was integrated into KU’s University 101 courses beginning in fall 2016. Additional authorship information is located in the Read Me.
URI
http://hdl.handle.net/1808/21508
Collections
Libraries Scholarly Works [362]
Citation
Reed, Michelle, and Alaine Caudle. 2016. “Digital Storytelling Project on Library Anxiety.” University of Kansas Libraries. https://hdl.handle.net/1808/21508
See also:
UBC Geography student-created projects: http://environment.geog.ubc.ca/
University of Edinburgh undergrad med students revising content from MedEd portal to create module on LGBTQ health: http://www.teaching-matters-blog.ed.ac.uk/?p=461
“We identified a set of teaching resources on the MedEdPortal – an open resource tool for teaching and assessment resources – specifically designed to support a two hour session with medical students on this topic.
… we wanted to make two key changes. Firstly, the original teaching package was designed for a US audience so we updated the literature review and presentation slides to reflect a UK context.
Secondly, we wanted students to use this project as an opportunity to undertake patient interviews and record digital stories that could be used as resources for future teaching, for example when a face-to-face panel discussion might not be possible to organise.
We had six dynamic students who took on this project (see picture). They worked with the LGBT Health and Wellbeing centre in Edinburgh, University of Edinburgh student societies and a range of other networks to identify LGBT volunteers willing to share recorded experiences of healthcare. So far, the students have undertaken a number of interviews with these volunteers and digital stories have been recorded and transcribed.
In March 2016, the team organised and ran an ‘LGBT Healthcare 101’ event for nearly forty of their peers using the updated teaching resources and with a panel of LGBT individuals, community representatives and medical practitioners.”
From Rajiv Jhangiani’s blog: https://thatpsychprof.com/why-have-students-answer-questions-when-they-can-write-them/
Here’s how it went:
The students were asked to write 4 questions each week, 2 factual (e.g., a definition or evidence-based prediction) and 2 applied (e.g., scenario-type).
For the first two weeks they wrote just one plausible distractor (I provided the question stem, the correct answer, and 2 plausible distractors). They also peer reviewed questions written by 3 of their (randomly assigned) peers. This entire procedure was double blind and performed using Google forms for the submission and Google sheets for the peer review.
For the next two weeks they wrote two plausible distractors (the rest of the procedure was the same).
For the next two weeks they wrote all 3 plausible distractors (the rest of the procedure was the same).
For the remainder of the semester they wrote the stem, the correct answer, and all the distractors.
…
although I wouldn’t consider this a polished question bank ready for use by other instructors, I still consider this assignment to have been a success because the questions steadily improved over the semester (the experience of serving as peer reviewers was especially useful to the students when constructing their own questions). The students were also buoyed and motivated by my practice of including a few of their best questions on each of the three course exams.
Maha Bali on Content Independent Teaching: http://www.chronicle.com/blogs/profhacker/content-independent-teaching/62493
Instead of assigning them readings, I encourage them to ask important questions about the course, then work together to find sources to help them answer those questions, crowdsource a set of links (from Google or Twitter) onto a shared document, and then choose a number of those articles to read and blog about. Students end up reading different things and learning different things, so when they sit and work in their groups for the final course project, each one of them brings something different to the table. Sure, they don’t always find the most credible sources (and that could be a gateway to discussing information literacy), but they usually find sources I hadn’t thought of, and occasionally also teach me something I did not know. Which is pretty awesome.
Later talking with her on Twitter: I use it in educational game design and now in a digital literacies/intercultural learning course. I think any course that is not like "basic science" or a prerequisite to others can be flexible this way...where the process/skills are more important than any particular canon (or really, no canon exists; I'm really anti-canon). Alsoooo any course where learners may have different interests to begin with.
Robin DeRosa’s blog post: http://robinderosa.net/higher-ed/extreme-makeover-pedagogy-edition/
First Year Seminar: 25 students
“After we had some basic plans in place for how we would communicate and where besides our classroom we would work, we started talking about content. What should we learn in the course? I presented the latest version of learning outcomes that I had collected from the leadership of our campus-wide FYS program, and brought them to the table. We talked about them, and whether or not we should use them all (thank you, tenure– more about that later). Students wanted to use most of them, though we tweaked a few words here and there. Then I asked students to contribute their own learning outcomes, on the basic principle that learning outcomes for the course should not be cemented without participation from the learners. After making some brainstormed lists together, students blogged a bit about what kinds of outcomes were important to them. They ranged from highly skills-oriented, like this one from Jordyn Hanos, to those that leaned more toward connection and engagement, like this one from Skyla Dore.
We put all the outcomes we came up with into a GoogleDoc and students tweaked and revised and ultimately voted on them. I opened the online syllabus live at the front of the class when we finished and we updated the learning outcomes based on what they had created and chosen to upvote. …
Some of these I love. Some of them I would probably never have included myself. There are others I would have liked to have seen in here, but my suggestions were outvoted….
We set about designing assignments to correspond to learning outcomes. … We built all of this week by week, with a syllabus that started almost completely blank and got filled in as we went along.
In OpenSem, I decided to let students design the grading process. It took a couple of weeks (while we simultaneously did other things as well) to hammer it out. Basically, they designed a competency-based model where they would have unlimited time within the confines of the course to improve each assignment if it initially they did not “achieve the competency.” Achieving the competency would require them to meet all of the parameters of the rubrics, which were often designed by the students as they crafted the assignments.
Blog posts with discussions of these aspects, which are gathered from many others’ views (the first post in particular lists all those views and gives hyperlinks; the second post adds a few readings to the list)
http://blogs.ubc.ca/chendricks/2017/05/23/navigating-open-pedagogy-pt2/
http://blogs.ubc.ca/chendricks/2017/10/25/open-pedagogy-shared-aspects/
Some of these still resonate today in discussions of open pedagogy
See blog posts:
http://blogs.ubc.ca/chendricks/2017/10/21/open-education-in-the-60s-and-70s/
http://blogs.ubc.ca/chendricks/2017/10/25/open-pedagogy-shared-aspects/
From first link above:
Claude Paquette, 1979: focus on:
Individual differences, individual growth directing the learning
Instructors having an indirect influence: not to make students assimilate info but help them progress individually
Flexible space and time
Student choice in activities and students proposing activities themslves
Learning activities should be such that there could be multilple answers, multiple pathways to reaching goals; also bringing different disciplines together
Class rules established by teacher and students
Don Tunnell (1975)
provides what he takes to be a list of characteristics many conceptions of open education share (p. 12 of Kindle edition; emphasis mine):
(1) Students are to pursue educational activities of their own choosing;
(2) Teachers are to create an environment rich in educational possibilities;
(3) Teachers are to give a student individualized instruction based on what he/ she is interested in, but they are also to guide the student along educationally worthwhile lines;
(4) Teachers are to respect students. The following count as exhibiting respect for the student
:
(a) the student is granted considerable freedom; he/ she is, for the most part, autonomous,
(b) the student’s interests and ideas are considered to be important and he/ she receives individual instruction and guidance based on his/ her interests,
(c) there is considerable interaction between teacher and student; they are considered to be equal in some sense,
(d) students are rarely commanded; uses of authority are minimized,
(e) students’ feelings are to be taken seriously.
Katz, L. G. (1972). Research on Open Education: Problems and Issues. Retrieved from https://eric.ed.gov/?id=ED068202
From my blog post: http://blogs.ubc.ca/chendricks/2017/10/21/open-education-in-the-60s-and-70s/
Nevertheless, she points to some commonalities, including “rejection of traditional-formal academically oriented education” and “commitment to ‘humanistic’ values including self-determination, freedom of choice and aesthetic appreciation” (1; emphasis mine).
She also connects “open” education to “informal” education, the latter term coming from the UK. Open-informal education is opposed in her article to formal-traditional education, which she says is more routinized and fixed. This means the space and activities in open education will be more flexible and open to continual changes. There will be more learner choice in activities, guided by their own interests. And teachers will be focusing more on individual students, less on instructing the whole class as a group.
Blog posts with discussions of these aspects, which are gathered from many others’ views (the first post in particular lists all those views and gives hyperlinks; the second post adds a few readings to the list)
http://blogs.ubc.ca/chendricks/2017/05/23/navigating-open-pedagogy-pt2/
http://blogs.ubc.ca/chendricks/2017/10/25/open-pedagogy-shared-aspects/
Connected learning: https://clalliance.org/why-connected-learning/
What is Connected Learning?
Connected learning is when someone is pursuing a personal interest with the support of peers, mentors and caring adults, and in ways that open up opportunities for them. It is a fundamentally different mode of learning than education centered on fixed subjects, one-to-many instruction, and standardized testing. The research is clear. Young people learn best when actively engaged, creating, and solving problems they care about, and supported by peers who appreciate and recognize their accomplishments. Connected learning applies the best of the learning sciences to cutting-edge technologies in a networked world. While connected learning is not new, and does not require technology, new digital and networked technologies expand opportunities to make connected learning accessible to all young people.The “connected” in connected learning is about human connection as well as tapping the power of connected technologies. Rather than see technology as a means toward more efficient and automated forms of education, connected learning puts progressive, experiential, and learner-centered approaches at the center of technology-enhanced learning.
Hill, B.V. (1975). What’s open about open education? In D. Nyberg (Ed.), The Philosophy of Open Education (International Library of the Philosophy of Education Volume 15). Taylor and Francis.
Hill, B.V. (1975). What’s open about open education? In D. Nyberg (Ed.), The Philosophy of Open Education (International Library of the Philosophy of Education Volume 15). Taylor and Francis.
Kindle edition, p. 2