2. Unless otherwise noted, this work is licensed
under a Creative Commons Attribution
License.
Feel free to use, modify or distribute any or all
of this presentation with attribution.
3. Agenda
• What is Open Pedagogy? Iterating Toward a Definition…
• Our Matrix (v 1.0)
• What examples can you think of?
Session Outcome
• By the end of this session, you will know (at least) one definition of
Open Pedagogy and some examples of what it looks like in
practice
4. What is Open?
“OER are teaching,
learning, and research
resources that reside in the
public domain or have been
released under an
intellectual property license
that permits their free use
and re-purposing by
others.”
http://www.hewlett.org/programs/education-
program/open-educational-resources
• The right to make, own and control copies of the
contentRetain
• The right to use the content in a wide range of waysReuse
• The right to adapt, adjust, or modify the content
itselfRevise
• The right to combine the original or revised content
with other open content to create something newRemix
• The right to share copies of the original content,
your revisions, or your remixes with othersRedistribute
6. Open Educational Practices
Open Scholarship/Research PracticesOpen Pedagogy/Teaching Practices
Pre-register
Open
Materials
Open Stat
S/W
Open Peer
Review
Open
Publication
Open Course
Development
Open
Materials
Open
Assignments
Open
Discussions,
Activities
Open Course
Evaluation?
7. What is Open Pedagogy?
Iterating Toward a Definition…
David Wiley has said Open Pedagogy includes:
• Teaching and Learning Practices that are possible when you adopt OER
but are impossible when you adopt traditionally copyrighted materials
• Use of OER
• Students work in the open: create and share their work
• The Challenge: … “ we need at least 15 – 20 more examples, before we
can have a substantive conversation about open pedagogy”
8. What is Open Pedagogy?
At it’s core, the question of open
pedagogy is “what can I do in the
context of open that I couldn’t do
before?”
– from David Wiley in his blog post: Evolving Open Pedagogy.
9. How do WE, as educators,
best engage our students
in DEEPER learning?
10. Function of CONTENT:
for students to learn to identify what matters to them.
The shelf-life of discipline-specific content is short.
The shelf-life of learner-centered inquiry is forever.
CC BY Gayle Nicholson flic.kr/p/5wuqSd
11. Matrix
The Matrix: a tool for
generating examples…
Open
(Resources & Approaches)
Not Open
(Resources & Approaches)
Learning Centered Design *1* 3
Teaching Centered Design 2 4
12. Matrix
The Matrix: a tool for
generating examples…
Open
(Resources & Approaches)
practices that are possible when adopting
OER but are impossible when you adopt
traditionally copyrighted materials”. Use of
OER, requirement for students to work out
in the open: create and share their work
Not Open
(Resources & Approaches)
what we might think of as “traditional” -
costly “closed” textbooks, learning
community activity limited to the f2f
classroom or behind an LMS firewall
Learning Centered Design
authentic, flexible, learning-centred (vs.
content or instructor-centred), creative
assignments that invite reflection, real-
world learning, student choice
*1* 3
Teaching Centered Design
what we might describe of as “teacher-
centred” methods: lecture-heavy,
“disposable” assignments , assessment
focused on exams, multiple choice, students
demonstrate learning to instructors only,
everyone does the same thing, or
limited/instructor-determined choices
2 4
13. Matrix
The Matrix: a tool for
generating examples…
Open
(Resources & Approaches)
practices that are possible when adopting
OER but are impossible when you adopt
traditionally copyrighted materials”. Use of
OER, requirement for students to work out
in the open: create and share their work
Not Open
(Resources & Approaches)
what we might think of as “traditional” -
costly “closed” textbooks, learning
community activity limited to the f2f
classroom or behind an LMS firewall
Learning Centered Design
authentic, flexible, learning-centred (vs.
content or instructor-centred), creative
assignments that invite reflection, real-
world learning, student choice
*1*
Examples of open pedagogy:
innovative, learning-centred
design, supported by
affordances of the internet
3
Examples of great learning
design, with “closed”
resources, conducted in
“closed” spaces
Teaching Centered Design
“traditional”: lecture-heavy, “disposable”
assignments , assessment focused on
exams, multiple choice, students
demonstrate learning to instructors only,
everyone does the same thing, or
limited/instructor-determined choices
2
Examples that use OER, but
under-utilize potential of
Open
4
Examples of “teacher-
centred” methods,
disposable assignments in a
closed environment
14. Matrix
The Matrix: a tool for
generating examples…
Open
(Resources & Approaches)
practices that are possible when adopting
OER but are impossible when you adopt
traditionally copyrighted materials”. Use of
OER, requirement for students to work out
in the open: create and share their work
Not Open
(Resources & Approaches)
what we might think of as “traditional” -
costly “closed” textbooks, learning
community activity limited to the f2f
classroom or behind an LMS firewall
Learning Centered Design
authentic, flexible, learning-centred (vs.
content or instructor-centred), creative
assignments that invite reflection, real-
world learning, student choice
*1*
• Murder, Madness & Mayhem
(students edit wikipedia
entries to “featured”
status”)
3
• student-led real-world
research or service
projects that include
critical reflection and
connections made to course
concepts and (not open)
course resources
Teaching Centered Design
“traditional” methods: lecture-heavy,
“disposable” assignments , assessment
focused on exams, multiple choice, students
demonstrate learning to instructors only,
everyone does the same thing, or
limited/instructor-determined choices
2
• Open-book, multiple choice
final exam in a course
that uses an open text
4
• Essay that only the
teacher reads/grades: Is
[Willy Loman, Hamlet, etc)
a tragic hero?
Mary welcome
Introductions
We introduce ourselves and why we are doing this
Why are we doing this? Responding to David Wiley’s work and call to action for more examples of OP in his recent blog post in order to advance the discussion of open pedagogy and assist people in adopting open approaches
Participants: please introduce yourself in the chat: where are you from, what is your interest is in open pedagogy in the chat
Tracy try to make some brilliant summative comment about what she noticed in the chat about who is in the room
Mary
Amanda
So here is our plan…
Start with some quick definitions of Open, Pedagogy, and Open Pedagogy
Share with you a matrix we applied as a thinking tool for responding to David Wiley’s challenge to generate more examples of Open Pedagogy
Outcomes:
By the end of the session you will know one definition of OP and its application in practice
We will also direct you to a place where we can continue generating examples of Open Pedagogy together
Mary (Amanda watch the chat)
Explain what is “Open”
Invite questions/clarifications before moving on
Mary
Here are a couple fairly common definitions of pedagogy (from http://www.merriam-webster.com/dictionary/pedagogy and Wikipedia)
For our purposes, Pedagogy refers to learning design – the creative work done by faculty, educational developers, etc - is critical because it leads to the practical application of “pedagogy” in course design and students’ learning experiences
(10 min in by now)
Amanda
Mary
We are not yet at a point where a clear definition exists like there was for pedagogy. This is the challenge and opportunity we have today: to be part of creating that definition. But we’re not completely at ground zero – here is what David Wiley has said to date about OP: (refer to slide)
And he has issued a challenge to us to generate 15-20 more examples. Always up for a challenge, a few of the Bccampus team got together to talk about this, and the following matrix emerged as a tool for our thinking
(need to be 15 min, no more)
Mary
Mary
Amanda
Amanda
So after reading Wiley’s work and reflecting on our own experiences as IDs, course developers, and educators, we started to think about the importance of OPEN and Learning Centered Design as features or factors in examples of OP. In other words, we’re not ONLY trying to think of examples that meet the criteria for being OPEN, we’re trying to generate examples that are open AND great learning design (which we started out calling “effective” or “optimal” but realized that was sort of alienating and so the language is evolving to hopefully be more descriptive and less judgey)
So let’s unpack this a bit…
Amanda
So let’s unpack this a bit…
Open vs. Not open refers to what Wiley discusses – point to the description under “open” (practices that are possible…)
Effective vs. Not Effective (or non-optimal) refers to the quality of learning design (which we recognize is loaded, but we didn’t want to get stuck here). In general, we’re talking about flexible, learning- centred design that is relevant and engaging for students
Amanda
So if we use this matrix as a brainstorming tool, we can either think of a course activity or assignment we know of and slot it into a box, or we can focus on a box, and try to come up with an activity.
So for example, a course or activity that makes use of OERs, but is otherwise closed because of the course/activity design are in quadrant 2: these “use OERs but don’t live up to their full potential”.
“Traditional courses” – textbooks, lecture-heavy, exams and essays that only the teacher sees are in quadrant 4. Quadrant 3 might be filled by all our favorite examples from our own time in school – really great learning activities in closed spaces, with closed resources-
What we want to do is seek examples that fall into quadrant 1
The point of this matrix is that it creates a way to generate examples – either by thinking of an activity and slotting it in a box, or by focusing on a box, and trying to come up with an activity.
So, what do you think of this matrix?
First, Is this a useful matrix for thinking of examples of OP?
Does it hang together? What changes would you recommend?
Amanda
Here are some examples…
So an example of a “not open” and “not effective” activity: an essay assignment that only the teacher sees about whether X is a tragic hero
And on the other end of the spectrum, some great examples of open pedagogy include assignments where students research, write, and re-write wikipedia entries to the point that they are designated “featured” because of their quality.
We have set up a google doc with these and other examples, and invite you to add yours. The goal is to get 15-20 in quadrant 1 by the end of this week
Give link in chat
Here is the google doc url for people to add examples
https://docs.google.com/document/d/1TDf9Uem4SID0anlUQPxWdwCh3SkvQnEpvQu_bRGRUIU/edit?usp=sharing