Selected Resources On….
Open pedagogies: mean many things to many people so read on and find out more from the articles and stories below! But if you want a read a few perspectives try this article.
Open Pedagogy and a Very Brief History of the Concept by Tannis Morgan (Blog Post)
“Paquette outlines 3 sets of foundational values of open pedagogy, namely: autonomy and interdependence; freedom and responsibility; democracy and participation. He goes into some detail about these, but us ed tech folks will recognize some of the themes – individualized learning, learner choice, self-direction, – to name a few. He even talks about “open activities” as the big innovation in open pedagogy, whereby students simultaneously use their multiple talents in learning situations, and this process of learning is “interactional” (aka social and connected). For Paquette, open is very much about learner choice, (albeit for him this is really about creating a classroom environment where this can be optimized).”
The Values of Open Pedagogy by Caroline Sinkinson (Article)
“First, we identified four primary habits that we hope our practice embodies and inspires in students: responsibility, curiosity, empathy, and participation. We seek to take responsibility for our choices to work in the open and to reflect on the impact of those choices for ourselves and others. Similarly, we hope to carefully weigh how we wish to participate openly and how that participation may impact others. In all of our work with open pedagogy, we seek to inspire curiosity, empathy, and cultural humility as we encounter and enter into dialogue with varied identities, perspectives, cultures, and ways of being.”
Defining OER-Enabled Pedagogy by David Wiley and John Hilton (Journal Article)
“The term “open pedagogy” has been used in a variety of different ways over the past several decades. In recent years, its use has also become associated with Open Educational Resources (OER). The wide range of competing definitions of open pedagogy, together with its semantic overlap with another underspecified term, open educational practices, makes it difficult to conduct research on the topic of open pedagogy. In making this claim we do not mean to cast doubt on the potential effectiveness of the many pedagogical approaches labeled open. In this article, rather than attempting to argue for a canonical definition of open pedagogy, we propose a new term, “OER-enabled pedagogy,” defined as the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions that are characteristic of OER. We propose criteria used to evaluate whether a form of teaching constitutes OER-enabled pedagogy and analyze several examples of OER-enabled pedagogy with these criteria.”
When Opens Collide by David Wiley (Blog Post)
“Differences in our understanding of open pedagogy, then, seem to be artifacts of our approach vector. Jim (“I don’t need permission to be open”) and Clint (“what makes open pedagogy open is that students are working in the open with their work on display to the world”) seem to be coming to open pedagogy from the open web direction. People like Rajiv (“my take is that open pedagogy refers to innovative teaching and learning practices that are only made possible through the application of open licenses”) and I seem to coming to open pedagogy from an OER direction. Others like Robin (“my OpenPed definition changes every time I give a presentation about it”) are still undecided.”
Attributes of Open Pedagogy: A Model for Using Open Education Resources by Bronwyn Hagerty (Journal Article)
“In writing this article, I have found it challenging, in fact almost impossible, to separate the components of an open pedagogy into neat, segregated dimensions. Components in each of the eight dimensions overlap in many ways. It is impossible to discuss participatory technologies without mentioning innovation, trust, sharing, collaboration, connectedness, peer interaction and review, learner contributions, or reflective practice. We are all learners in this new culture of connectedness and transmission models, where teachers who simply share OER as part of a course experience are being relegated to the ‘back benches’ or the ordinary.”
Open Pedagogy at the Program Level: The #PlymouthIDS Case Study By Robin DeRosa (Blog Post)
“When I started learning about Open Pedagogy, I began to integrate key components of the approach and practices into the design of our university’s Interdisciplinary Studies program. Since 2014, we have what I might call an explicitly Open Ped program. This approach has been very well-received by students, as evidenced by our student evaluations, exit surveys, retention rate, and recent explosive enrollment growth.”
Open Pedagogy Notebook by Robin DeRosa and Rajiv Jhangiani (Website)
“In this way, we can think about Open Pedagogy as a term that is connected to many teaching and learning theories that predate Open Education, but also as a term that is newly energized by its relationship to OERs and the broader ecosystem of open (Open Education, yes, but also Open Access, Open Science, Open Data, Open Source, Open Government, etc.). David Wiley, the Chief Academic Officer of Lumen Learning, was one of the first OER-focused scholars who articulated how the use of OERs could transform pedagogy. He wrote in 2013 about the tragedy of “disposable assignments” that “actually suck value out of the world,” and he postulated not only that OERs offer a free alternative to high-priced commercial textbooks, but also that the open license would allow students (and teaching faculty) to contribute to the knowledge commons, not just consume from it, in meaningful and lasting ways. Recently, Wiley has revised his language to focus on“OER-Enabled Pedagogy,” with an explicit commitment to foregrounding the 5R permissions and the ways that they transform teaching and learning.”
Not Ready to Let Go: A Study of Resistence to Grading Contracts by Cathy Spidell and William H. Thelin (Research Paper)
“Through these dialogues, the students experience participatory democracy. Their input is frontloaded and valued. They develop a sense of empowerment because they decide as a class what they will discuss in dialogues—generative content—and how they will be assessed. Moreover, as Freire stresses, dialogue “becomes a horizontal relationship of which mutual trust between the dialoguers is the logical consequence,” thus situating and prioritizing teacher-student and student-student equality.”
The Cynefin Framework by Dave Snowdon (Video)
“A decision-making framework that recognizes the causal differences that exist between system types…and proposes new approaches to decision-making in complex social environments”.
“The Cynefin Framework is central to Cognitive Edge methods and tools. It allows executives to see things from new viewpoints, assimilate complex concepts, and address real-world problems and opportunities. Using the Cynefin framework can help executives sense which context they are in so that they can not only make better decisions but also avoid the problems that arise when their preferred management style causes them to make mistakes. Cynefin, pronounced kuh-nev-in, is a Welsh word that signifies the multiple factors in our environment and our experience that influence us in ways we can never understand.”
A Brief Introduction To Lean, Six Sigma And Lean Six Sigma by Ankit Rastogi (Article)
“In a nutshell, Lean methodology aims at waste reduction in process, while six sigma aims at reduction of process variation. However, both the approaches go hand in hand to realize the full potential of process improvements. An integrated approach of lean six sigma helps improving process efficiency, optimizing resources and increasing customer satisfaction, while improving profits and curtailing cost.”