Day 1: Open Pedagogy

Coffee Conversations

Day 1: Open Pedagogy

 

Moderators Morgan and MadiBy Morgan Staudinger and Madi Smith

In this coffee course, we’ll be exploring what Open Pedagogy is and how it can be applied to teaching and learning in higher education. First, we’ll define Open Pedagogy and, using four basic guiding ideas, we will dive into open pedagogy in practice. The two examples provide different perspectives on Open Pedagogy, one showing successful implementation and one analyzing an unsuccessful attempt, to show you that failure can sometimes be a part of trying something new. We encourage you to use these examples to learn from other’s successes and mistakes when considering switching to Open Pedagogy.

Open Pedagogy

“Open” is a purposeful path towards connection and community. Open pedagogy could be considered a blend of strategies, technologies, and networked communities that make the process and products of education more transparent, understandable, and available to all the people involved. Open Pedagogy takes Open Educational Resources (OER) as a jumping-off point to rethink the relationship between teachers, students and knowledge. (Read the 7 perspectives on Open Pedagogy from the Year of Open to learn more.) Open Pedagogy is comprised of four basic guiding ideas:

4 Guiding Ideas of OP

 

There are eight attributes that allow for successful contribution to Open Pedagogy and to the evolution of a participatory culture in the learning environment:

Open Pedagogy

To learn more about Attributes of Open Pedagogy read Bronwyn Hegarty’s article Attributes of Open Pedagogy: A Model for Using Open Educational Resources

Open Pedagogy in Practice

Open Pedagogy is how you integrate and engage students in the process where the content comes alive. Students are publishing for an audience greater than their instructor. Their work has the potential to be used for something larger than the course itself and to be part of a larger, global conversation. In short, opportunity exists in Open Pedagogy for student engagement in content ideation, creation, and revision. Open Pedagogy allows us to enable students to be changing the world, not just training for the world.

Let’s look two examples of students contributing to open textbooks or other OERs:

  1. Open and Closed: The Class That Sank
  2. Case Study: Frank Lloyd Wright and his Madison Buildings

License

The text of this work is made available under a Creative Commons Attribution 4.0 International License.  All images and videos retain their respective licenses. 

References

Hegarty’s Model for Using OER, from Attributes of Open Pedagogy: A Model for Using Open Educational Resources (p.4), 2015, Educational Technology 55(4). 3-13. Copyright B. Hegarty.

Comment below

Activity 1

After reading both the examples of Pedagogy in Practice, join the discussion forum below! We’d like you to comment on the following topics:

  • What is one technique or strategy that could have been used to minimize issues with creating an Open Pedagogy-based course?
  • After reading “Case Study: Frank Lloyd Wright and His Madison Buildings,” what do you think Andrzejewski did well in incorporating Open Pedagogy into her course? What ideas do you have about incorporating Open Pedagogy into your own courses?

2 thoughts on “Day 1: Open Pedagogy

  1. Hello coffee conversationers! I hope you were able to learn a little bit about the (very broadly defined) method of Open Pedagogy. As we seek for new ways for students to engage in course material, Open Pedagogy has a lot to offer. While there can be some risks to adopting an Open Pedagogy-based course (as seen in “Open and Closed: The Class That Sank”), I think the benefit of transforming students into active learners extends well beyond the classroom. I’m excited to hear what you think of the two case studies!

  2. I agree with what Madi has to say about how the benefit of transforming students into active learners is important. When looking at redesigning a course it is also important not to bite of more than you can chew, so to say. It also helps to build up your courses by starting with lower-stakes, small-scale assignments, and then building up. Then, at the end of the course it is important to take time to reflect on the course and how it could become better. This ability to mold the course into what you want is something we will dive into tomorrow when we talk about what openness actually means.

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