Instructions

Define Pedagogy. Define Open. Define Open Pedagogy. If it ain’t a good fit for you say so.

Pedagogy – how one goes about teaching another

Open – as a verb it involves movement, increasing a space whether physical or cognitive; as an adjective it involves expansion of reach

Open Pedagogy – this could involve expanding the ways the teaching is done; it could also involve expanding who is doing the teaching; I would not include that it involves expanding who dictates the ways the teaching is done as the teacher and the method need to be compatible; however, I would include that the student could teach the teacher new ways that the teacher then uses.

Fit – it fits.

What comes to mind as I read this: apprenticeship, Aristotle, Lyceum. Walking down a tree-lined path listening, questioning, discussing (I have a mental image of the scene … must be from a drawing I saw long ago).

Stated five – no six (two are numbered 4) principles:

1. Production-Based – These are my personal early memories of learning from my grandmother and father. I it difficult for me not to image quality learning without a product, whether an object, a a tangible representation of the product, or impressions of the senses.

2. Privacy through Data Empowerment – I’m still thinking about the Montessori connection. Thinking over my formal education, it was the teacher/professor who control what was shared, shown, given praise (and the opposite – ignored, criticized) without regard for the student’s feelings about their own work. Thinking about the consequences – does it cause some students to withdraw from participation in learning as a way to protect/hold private what they might have produced and others to become production lines as the discovered the trick that bring accolades they relish?

3. Community is the Curriculum – Still thinking about this one. Had to look up “rhizomatic learning”. https://link.springer.com/referenceworkentry/10.1007%2F978-3-319-17727-4_49-1

4. Agency and Identity – “providing an avenue for the learner to explore who they are” – yes, totally get this and agree … “and share their learning journey” – but this part I believe really needs to be with feedback loops and talk-alouds with others the student chooses. I personally have not experienced much satisfaction with forced connections.

4.[sic] Leadership through Literacy – This sections seems to suggest digital literacy. And who is leading? I don’t get the underlying point or what this principle is trying to say. But then this room is like a wind tunnel I have so many fans going against this heat, maybe it is my reading that is faulty here.

5. Knowledge Quilting – I like the term. But I don’t think I agree with the image. It has boundaries, things abutting. I think more in terms of knowledge weaving. But then too many I’ve met get confused by weaving and quickly leave the conversation. The very few knowledge weavers I’ve come across I treasure for conversations.

[terrific, this won’t save-draft or publish just spinning …. argggg]

Extreme Makeover: Pedagogy Edition

Robin DeRosa, Plymouth State University

http://robinderosa.net/higher-ed/extreme-makeover-pedagogy-edition/

Open Pedagogy improves access to education, but this is access broadly writ.

Open Pedagogy treats education as a learner-driven process.

Open Pedagogy stresses community and collaboration over content.

Open Pedagogy connects the academy to the wider public.

DeRosa’s First-Year Seminar (FYS) had students serve both as consumers of information and producers of information (via a personal website or e-Port).

Students generated and voted on learning outcomes, attendance policy, and designed grading practice.

Students generated assignments to go with the learning outcomes.

Classes collated and collected their work into a handbook that could be used by future sections of FYS – available at https://press.rebus.community/opensem/ .

Just watched panel at https://youtu.be/5Z4EKEg_ZrY

Also located https://blog.mahabali.me/whyopen/curation-of-posts-on-open-pedagogy-yearofopen/

Notes for further consideration:

Jazmine Roberts: Academic responsibility. Serving students and scholars from a wide variety of backgrounds. What is our goal in education?

Tutaleni Asino: Learning about how others do things helps use to understand what we are doing. The importance of telling our own stories. From China Achebe: “Until the lions have their own historians, the history of the hunt will always glorify the hunter.”

Doris Jones: “The past is prologue”

Mia Zamora: In what ways are we opening up the academy? Leadership must include moral courage. Unlearning the traditions the academy is built upon. Co-learning with everyone you interact with. What do we need to have authentic co-learning experiences? April Baker Bell’s Linguistic Justice. Andre Jones – code meshing and making meaning. “Your Sound Black” – stigma of the language you are born into.

Kim Fox: What are we doing in front of the classroom? We need stories with a lot of storytelling. Videos of vs writings of individuals [Toni Morrison].