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.
An upcoming talk I’m giving
On October 26 I’m giving a talk at Douglas College in the Vancouver, BC (Canada) area, with the title: “What’s Open about Open Pedagogy?” It’s part of Douglas College’s Open Access Week events.
I brainstorm by writing, and I figured I might as well share my rough thoughts with others in case they find any of it useful. I’ll also share the slides from the talk here on my blog when they’re finished. I expect things will change significantly once my thoughts get from the rough brainstorm form to the slides!
I’m thinking at the moment of an outline for the talk along these lines (with an intro as yet unspecified, talking about why it’s useful to discuss this at all):
- What are some examples of things that people have called “open pedagogy”?
- How have others defined open pedagogy? What do I think?
- I’ve already had a lot to say about this in a series of blog posts earlier this year. You can see links to all of them in the last post, called “Navigating Open Pedagogy part 2.”
- What are the relationships between open pedagogy, open educational practices, students as producers, and students as partners?
- What’s open about open pedagogy?
- What does “open” seem to mean, such that it can cover open access, open data, open science, open government, open pedagogy… (this is a gigantic topic in and of itself; I won’t be able to do it justice but I’ll make a start)
- Does that fit the views of open pedagogy from (1) and (2)?
- does any of this change our views of “open pedagogy”?
Oh my…now that I write that out, I think: this is going to be too much for a one-hour talk plus Q&A afterwards. This could probably be a book. Oh well…let’s see what comes out of my brainstorming and whether it’s feasible.
In this post I am just collating a few examples of what people have called “open pedagogy” activities in classes.
Trying to pull together stray threads. Threads image licensed CC0 on pixabay.com
This is the last (for now) in a series of posts over the last couple of days on open pedagogy. Previous posts:
- Part 1, where I do some not terribly focused reflecting on some recent posts on open pedagogy, as well as my own view before reading them (warning: long!)
- Part 1.5, where I consider: why try to define open pedagogy at all?
This post is dedicated to trying to pull together some of the threads from what I’ve read in the last two days.
Note: I have gone back later (November 2017) and added some things here and there…so not all of this was written in the original post.
This is a kind of addendum to my last post, where I did some summarizing of and reflecting on a few definitions of open pedagogy given on blogs and elsewhere lately.
When I first heard about the flurry of blog posts on open pedagogy, and the disagreements on how to define it, I thought: why do we need to spend so much time arguing about the definition? Why is it so important to focus on how to define it?
In April 2017 there was a flurry of blog posts and a hangout about open pedagogy–various ways of defining it, thinking about it, etc. That was during a heavy teaching term for me and mostly I just saw that it was happening and read maybe one or two of the many blog posts at the time.
You can see a curated list of them, here (thanks Maha Bali!).
In a couple of days I am presenting on a panel for the BCcampus Open Textbook Summit, called Open Pedagogy Case Studies & Examples from Langara, UBC and Athabasca. Marianne Gianacopoulos (Langara), Michael Dabrowski (Athabasca) and I will be speaking on projects we’re involved in that we each think of as having an element of open pedagogy. So we’re starting with a discussion of just what “open pedagogy” is.
Thus, I figured it was time to visit that large number of blog posts linked above.
I won’t be able to read them all before Wednesday. And I definitely won’t be able to synthesize all of even those I manage to read. I am writing this post just to gather some thoughts from what I am reading in the next day or so. Think of it as my own filtering, focusing on what I find most interesting or surprising or what I want to think further about, rather than a definitive analysis of what I think open pedagogy is. [Aside: As I’m writing this post I’m surprised to find I don’t already have a tag on this blog for “open pedagogy.” Just changed that.]
This post is my somewhat rambling reflections on reading some of the posts Maha Bali curated (linked above). The next one, part 2, is where I will try to pull some of these threads together into a revised view of my own.
[Addendum added later: Actually, it turns out I wrote another one before part 2: part 1.5, why define open pedagogy?]