Every fall, the University of Northern BC and the College of New Caledonia jointly host Teaching and Learning Conference – this year, I was lucky to be there! It was an action-packed 3 days, with many highlights. Here are a few… The Slow Professor… Keynote speakers Maggie Berg and Barbara Seeber presented their … Keep reading
Is Higher Education becoming “post-technology”? I wonder lately, as I seem to be hearing a lot more interest in teaching and learning than in educational technology. Yay, I say. Sure, many of us have spent much of the last 15-ish years responding to the impact of technology on education. Many systems and courses have been … Keep reading
I have thinking about faculty development a lot lately. And differently than before. Before, I worked in a Teaching & Learning Centre at a university. Now, I work with and across all publicly funded post-secondary institutions in BC. The distance from being a day-to-day “service provider” of faculty development, plus more … Keep reading
I had the terrific privilege to travel to the University of Wisconsin-Madison last week to take part in a 2.5 day workshop on Liberating Structures. In a nutshell, “conventional structures” are approaches to organizing space and processes in ways we are familiar (and bored) with: Roberts Rules, round-robin-report-out meetings, lectures, even brainstorming sessions … Keep reading
Last July, I did some graphic recording for a group of Educational Leadership MA students. It was a pretty big piece – I recall about 18 feet long. The students were just starting their blended program (on campus residencies blended with online course terms, then reunite on campus at the end, for convocation). Anyway, it was a great … Keep reading
I attended a wonderful webinar this morning with Nancy White and Laurie Webster about Sensemaking and Graphic Facilitation. The hour flew by, and while there is lots I could write about, one question Nancy raised has been lingering all day: When doing graphic recording, how can we disintermediate? In other words, a group’s contributions … Keep reading
Trying to get my head around Open Pedagogy. From David Wiley, What is Open Pedagogy?
the assignment is impossible without the permissions granted by open licenses. This is the ultimate test of whether or not a particular approach or technique can rightly be called “open pedagogy” – is it possible without the free access and 4R permissions characteristic of open educational resources? If the answer is yes, then you may have an effective educational practice but you don’t have an instance of open pedagogy. Open pedagogy is that set of teaching and learning practices only possible in the context of the free access and 4R permissions characteristic of open educational resources.
And, According to Tom Woodward in this interview
Still, a broader consideration may be useful. Looking at open pedagogy as a general philosophy of openness (and connection) in all elements of the pedagogical process, while messy, provides some interesting possibilities. Open is a purposeful path towards connection and community. Open pedagogy could be considered as 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.
CC by John Hayes
With my instructional designer hat on, I ask questions like:
- Is any course that makes use of OERs an example of “open pedagogy”? (gut check says no: a course using an open textbook that requires students to create traditional (“disposable”, per Wiley) assignments, doesn’t seem like open pedagogy)
- Is it necessary (or sufficient) for students’ work to be available to people other than the instructor? On the open web?
- If students’ assignments are available to each other, but behind the wall of an LMS, is this open pedagogy? This seems “more open” than a traditional assignment, but still feels more ajar, than open
- What about MOOCs? Free pass to “open pedagogy”, by definition?
I am imagining a matrix or other visual representation of factors that seem to be at play to understand what is/not “open pedagogy”
- Use of OER (e.g., Open Texts, free/accessible resources on the web)
- Visibility of student work to an audience beyond the instructor
- Practical contribution of student work to the world outside the classroom
- Students as co-creators of the course/materials
- What else?
We are discussing all this in our team, gathering up examples of Open Pedagogy (got one? love to hear about it), and eagerly awaiting the 5 R Open Course Design Framework from Lumen Learning. Stay tuned – examples of open pedagogy, webinars and workshops to follow.
I’ve embraced the “de-cluttering” craze the past bunch of months, purging my life of things I don’t use often or don’t completely love. The difference is remarkable. Like a work of art, website, print design, etc. – white space makes a big difference in our experience. In the spirit of minimalism, I … Keep reading
I have been raving to anyone who will listen about the latest awesomeness from Paper, by Fifty-Three – their new feature: MIX! Paper has always supported some sharing it’s users – either in the app itself (they seemed to curate examples, i was never sure how you got your stuff in the collection..) … Keep reading
Edudemic posted an article recently called, Time Banking The Next Big Innovative Learning Technique. I have been thinking about this idea lately in the B.C. Post-Secondary system context around professional learning, and what it might look like if we adopted this “innovation”. Most institutions routinely offer a variety of professional … Keep reading