On Oct. 26, 2017, I gave a talk at Douglas College in the Vancouver, BC, Canada area. This was for Open Access Week 2017. I have a number of blog posts with reflections on my thinking about this talk:
Here is a video recording of the talk.
You can see the slides on speakerdeck, and you can download them as power point here: WhatsOpenAboutOpenPedagogy-DouglasCollege-Oct2017
Here they are embedded from Speaker Deck…
This post is part of my reflection on an upcoming talk I’m giving at Douglas College about open pedagogy: “What’s Open about Open Pedagogy?” I an earlier post I started collecting some examples of activities that people have put under the umbrella of open pedagogy. Then I did some reflecting on possible differences between open pedagogy and open educational practices . In my last post I looked at open education in the 60s and 70s.
Here I’m trying to summarize what I’ve got so far around open pedagogy. This is an extension of work I did in a series of posts on open pedagogy earlier this year, all of which are linked in the last one: Navigating Open Pedagogy Part 2. In that post I did a good deal of pulling together of various threads of how people define open pedagogy, and here I’m going to try to refine it even more.
So reading that post might be a useful precursor to this post, because I’m going to do some shorthand here, based on what was discussed there. I’ll also be adding some things based on what else I’ve read since then.
Learner choice and autonomy as important to open education in the 60s and 70s. Icon purchased from The Noun Project.
As I’ve been thinking lately about open pedagogy (see all posts on this blog with that tag), I’ve been looking back over some of what others have said about it, and was reminded that a couple of people in the last year have talked about how “open education” has been used/defined in the past and how some of that appears similar to how “open pedagogy” is used today. In this post I dig into some of the earlier work that other people have pointed to, in order to try to understand at least a little bit about some of the history of these concepts, while fully recognizing this is only a tiny taste of what is likely out there.
The things I’ve seen lately from others are from Tannis Morgan (Open Pedagogy and a Very Brief History of the Concept) and Vivien Rolfe (slides for “Open. But not for criticism?” ). Looking at these led me down a bit of a rabbit hole about the open education movement in England & North America in the 60s and 70s. I start here with a bit of general background on the movement, and then look at some of the things Morgan & Rolfe point to.
This post is part of my reflection on an upcoming talk I’m giving at Douglas College about open pedagogy: “What’s Open about Open Pedagogy?” In my previous post I started collecting some examples of activities that people have put under the umbrella of open pedagogy. In an earlier post I collated a number of definitions of open pedagogy, and in my next post I plan to dig more deeply into what I think open pedagogy is and what might be “open” about it.
Here I’m going to do a short reflection on possible differences between “open pedagogy” and “open educational practices” (OEP). I have used open pedagogy and OEP interchangeably in the past, and I’m now thinking it might be helpful to consider where they might differ.