Recently, I had the opportunity to co-facilitate a couple of different sessions with Erin Fields, a librarian at UBC (which continues my ongoing strategy to associate with innovative and passionate people and then integrate myself into their presentations). The first session took place at the CTLT Institute and focused on starting a conversation around how open badges could be used in higher education. My part was a mostly an open badge 101 workshop which built on this overview I had written earlier. The session was also used to help inform the development of a UBC funded project that will be developing a badge infrastructure and framework. More information about that project can be found at http://badges.open.ubc.ca, including a nice write up of the workshop. As a side note, there was also a related workshop which focused more on student perspectives of badges and the full notes of that session are worth checking out.
Anyway, here’s the slides from our session:
Erin and I presented again at ETUG and this time we focused on how to integrate some of the innovative pedagogies found in maker culture into classroom teaching. Rather than focus specifically on the making itself, we tried to trace the embedded practices (which, as Audrey Watters notes, involve such radical themes as small group discussion, collaboration, peer-to-peer learning, experimentation, inquiry, curiosity, and play) with effective learning. Erin weaved in educational theorists like Frerie and Papert, while I focused on some of the emerging practice frameworks like Mike Neary’s work on the Student as Producer Model.
Here are those slides: