We mentioned today, what does that mean and How does it relate to sharing?
Open pedagogy happens on a continuum. We discussed the two poles of this continuum, e.g. old-school Face to Face lecture room pedagogy except blended learning as an example of “non-open” pedagogy. And Moocs or TV lectures (historical example possibly) as factors of “very-open” pedagogy.
Watching the video from the webinar Kay Oddone outlined two factors as “open pedagogy: Access-oriented which can be defined as As the image above explains, open pedagogy is an access oriented commitment to learner driven education. It is also a process of designing the architectures (structures or models) and using (and choosing) the tools that allow students to employ agency and autonomy in their learning”
Learner-driven Is defined as
Learner centred teaching is an approach that places the learner at the centre of the learning. This means that the learner or student is responsible for learning while the tutor is responsible for facilitating the learning.
It was the first time I came across the Access-oriented and Learner-driven pedagogy and tapping in deeper to the topic gave me a more meaningful understanding as to what it how it works and how it could be used in an open pedagogy platform.
The Values of Open Pedagogy
To help open educational practices, we should recognize the which means of open pedagogy and articulate the values that form it.
We did agree and using the MindMeister tool : Online Mind Mapping and Brainstorming
Create, share and collaboratively work on mind maps with MindMeister, the leading on line thinking mapping software. Includes apps for iPhone, iPad and Android.
What is a MOOC? Short explanation by Dave Cormier, one of the people behind the first ever MOOC.
Weller, M., & Anderson, T. (2013). Digital resilience in higher education. European Journal of Open, Distance and E-Learning, 16(1), 53.
Oddone, K. (2016). PLE or PLN or LMS or OLN? Blog post about the ONL course.
Watson, K. (2014) Learning management system or the open web?, Learning to teach online UNSW.
Weller, M. (2014). Battle for Open: How openness won and why it doesn’t feel like victory. London: Ubiquity Press.
(If you can, try to read all of this excellent overview of the whole question of openness but if you can’t, focus on Chapter 4, Open Educational Resources, and Chapter 5, MOOCs.)
Bates, T. (2019). Teaching in a Digital Age: Guidelines for Teaching and Learning. (2nd edition)
(This is probably the best guide there is today to teaching in a digital context. Worth reading the whole book but for this unit you can focus on Chapter 10, Trends in open education.)