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![Critical pedagogy asserts that students can
engage their own learning from a position of
agency . . .
[It] takes seriously the educational imperative
to encourage students to act on the
knowledge, values, and social relations they
acquire by being responsive to the deepest
and most important problems of our times.
Henry Giroux, On Critical Pedagogy
Photo by Aashish R Gautam on Unsplash](https://image.slidesharecdn.com/oervisiontoaction2018-180802175649/85/OER-From-Vision-to-Action-59-320.jpg)
Uploaded byRajiv Jhangiani
OER: From Vision to Action
This document summarizes Rajiv Jhangiani's views on open education. It contains 3 main points: 1. Higher education currently replicates and reinforces existing power structures by limiting access based on things like cost and access to resources. Open education aims to promote access, equity and agency. 2. The rising costs of higher education have prevented millions of qualified students from completing college degrees. Open educational resources can help reduce costs and barriers to access. 3. Open pedagogy moves beyond just open access to knowledge towards enabling students to participate in knowledge creation. It emphasizes student agency and challenges traditional power dynamics in education.
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OER: From Vision to Action
- 1. @thatpsychprof Supporting ACCESS, EQUITY,& AGENCY Special Advisor to the Provost on Open Education, Kwantlen Polytechnic University Associate Editor, Psychology Learning and Teaching Ambassador, Center for Open Science Rajiv Jhangiani, Ph.D. AN OPEN ATHENAEUM
- 2. Increasingly, I thinkthe work of education is activism not teaching Jesse Stommel, July 30, 2017, Digital Pedagogy Lab Vancouver My commitment to engaged pedagogy is an expression of political activism bell hooks, 1994, Teaching to Transgress: Education as the Practice of Freedom
- 3. Emergency services keybox by Dennis van Zuijlekom, CC-BY-SA 2.0
- 4. Higher education replicates andreinforces existing power structures
- 6. The Advisory Committeeon Student Financial Assistance http://files.eric.ed.gov/fulltext/ED529499.pdf The cost barrier kept 2.4 million low and moderate-income college-qualified high school graduates from completing college in the previous decade
- 7. http://www.sheeo.org $1,000 $2,000 $3,000 $4,000 $5,000 $6,000 $7,000 $8,000 $9,000 $10,000 $11,000 $12,000 1992 1994 19961998 2000 2002 2004 2006 2008 2010 2012 2014 2016 US Higher Education Funding - $/FTE State Funding Tuition Revenue
- 8. http://www.sheeo.org $1,000 $2,000 $3,000 $4,000 $5,000 $6,000 $7,000 $8,000 $9,000 $10,000 $11,000 $12,000 1992 1994 19961998 2000 2002 2004 2006 2008 2010 2012 2014 2016 Colorado Higher Education Funding - $/FTE State Funding Tuition Revenue
- 10. Cost of attendance= $23,450 at $10.20/hour (minimum wage) = 2,299 hours (44 hours/week)
- 11. Cost of attendance= $30,180 at $10.20/hour (minimum wage) = 2,959 hours (57 hours/week)
- 20. Untitled image byAleksi Tappura, CC0
- 21. Turn Towards Opento Overcome the Control Valve by Alan Levine, CC0
- 24. 66.5% Do notpurchase a req'd textbook 47.6% Take fewer courses 45.5% Do not register for a specific course 37.6% Earn a poor grade 26.1% Drop a course 19.8% Fail a course €€€ €€€ €€ €€ € € Florida Virtual Campus. (2016). 2016 student textbook and course materials survey. Tallahassee, FL: Author.
- 25. – University ofMinnesota student “I figured French hadn't changed that much”
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- 28. “Inclusive access” islike leasing fire extinguishers from an arsonist
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- 46. I would nothave bought the text book for this course because it's an elective. I would have possibly walked away with a C, now I might actually get an A- It is easily accessible and convenient. Material is easy to understand and follow I personally really like the convenience of having the complete set of chapters on my computer and even accessible from my phone if I need it. I like that I don't have to lug around another text book It's free and it's a great money saver
- 47. “OER improve end-of-coursegrades and decrease DFW rates for all students” “They also improve course grades at greater rates and decrease DFW rates at greater rates for Pell recipient students, part-time students, and populations historically underserved by higher education.”
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- 49. Awareness & Discoverability Practices & Policies Culture &Norms Collaboration & Community Photo by Markus Spiske on Unsplash
- 50. Adaptation of RemixableThinkery by @visualthinkery is licenced under CC-BY-SA
- 51. Adaptation of RemixableThinkery by @visualthinkery is licenced under CC-BY-SA
- 52. It’s not onlyabout equitable access to knowledge. It’s about equitable access to knowledge creation. Photo by Beatriz Pérez Moya on Unsplash
- 53. "France in 2000year (XXI century). Future school." by Jean Marc Cote is in the Public Domain
- 54. …it turns theminto ‘containers’ to be ‘filled’ by the teacher. The more completely she fills the receptacles, the better a teacher she is. The more meekly the receptacles permit themselves to be filled, the better students they are. Education thus becomes the act of depositing, in which the students are the depositories and the teacher is the depositor. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Paulo Freire, 1970, Pedagogy of the Oppressed Photo by john foust on Unsplash
- 55. Photo by CurtisMacNewton on Unsplash
- 56. The Open Webby @bryanMMathers is licenced under CC-BY-ND
- 57. "Recycling Water Bottles"by Mr.TinDC is licensed under CC BY-ND 2.0
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- 59. Critical pedagogy assertsthat students can engage their own learning from a position of agency . . . [It] takes seriously the educational imperative to encourage students to act on the knowledge, values, and social relations they acquire by being responsive to the deepest and most important problems of our times. Henry Giroux, On Critical Pedagogy Photo by Aashish R Gautam on Unsplash
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- 70. Why have students answerquestions when they can write them?
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- 75. An Open Athenaeum: Creatingan institutional home for open pedagogy In A. Wesolek, A. Langley, & J. Lashley (Eds.), OER: A Field Guide for Academic Librarians. Pacific Grove: Pacific University Press.
- 77. "Open Textbook Summit2015” by BCcampus_News is licensed under CC BY-SA 2.0
- 78. A CRITICAL MOVEMENT ISA STRONGER MOVEMENT
- 80. “If we emphasizethe consequences of differential access, we see one facet of the digital divide; if we ask about how these consequences are produced, we are asking about digital redlining” Chris Gilliard & Hugh Culik, 2016, Digital Redlining, Access, and Privacy Photo by Robert Haverly on Unsplash
- 81. Photo by MarkusSpiske on Unsplash There is no such thing as harmless collection of data. Or benevolent collection of data. Much of what we collect could be used in ways we do not want it to be used, to harm or imperil our students. This disproportionately affects our most vulnerable students. Low-income students, students of color, LGTBQ+ students, students who are immigrants…their data are most at risk to surveillance, discrimination. And many of our vulnerable students are less likely to have experience with digital literacy skills. Amy Collier, 2017, Platforms in Education: A Need for Criticality and Hope
- 83. Expanding the publicgood and promoting democratic social change are at the very heart of critical education and the precondition for global justice. Henry Giroux, On Critical Pedagogy
- 84. "Robben Island" byRajiv is licensed under CC B
- 85. Photo by LinaTrochez on Unsplash rajiv@kpu.ca @thatpsychprof slideshare.net/thatpsychprof