CCCOER excels at sharing resources! We offer this area to share the most useful books, articles, web sites, videos that help someone new to the concept of Open Pedagogy to understand it better.
I will take this one first! One of the most prominent ones we expect that you might suggest is the Open Pedagogy Notebook created by Robin DeRosa and Rajiv Jhangiani.
For example the first section of Using OEP describes the connection of open education practices and open pedagogy:
As noted in the introductory section on OEP, just as education cannot be reduced to learning materials alone, so open education is not focused on open educational resources alone. OEP (open educational practices) is a broad descriptor that includes the use of OER, but also open pedagogy and open sharing of teaching practices — all with the goal of improving access, enhancing learning, and empowering learners.
It goes on to list several types of OEP each linked to examples. Many of the chapters include activities and reflective questions.
Just published (openly) in the International Review of Research in Open and Distributed Learning is What Is Open Pedagogy? Identifying Commonalities by Phil Tietjen (Davidson-Davie Community College) and Tutaleni I. Asino (Oklahoma State University).
Open pedagogy has been touted by advocates as a promising expansion of open educational resources because it involves shifting from making resources accessible to impacting the practice of teaching. The allure of the term coupled with its promise to bring greater innovation to pedagogy has led to its widespread use at conferences and publications. However, as the concept has gained increasing levels of popularity, it has also sparked considerable debate as to what it means. For example, how is open pedagogy distinct from other forms of pedagogy such as critical or cultural? What does it mean to practice open pedagogy? Without a clear understanding of its meaning, establishing a solid research foundation on which to make claims about the impact of open pedagogy approaches is difficult. Accordingly, this article argues that the current debate signals the need for the development of robust analytical frameworks in order to construct a cohesive body of research that can be used to advance it as a field of study. To do this, the authors review the literature and identify common characteristics within it. The authors then propose a five-part framework that encourages the long-term sustainability of open pedagogy.
This paper is a comprehensive literature review of 930 papers published between 2011 and 2020 that leads the authors to propose a five part framework of Open Pedagogy:
The Five-Circle Framework
After reflecting on the work above, we conceptualize OP as comprising five elements.
First, OP recognizes the diversity and culture of the learners by welcoming them as design partners in the conversation.
Second, OP is a participatory pedagogy for multiple stakeholders.
Third, open licenses are central to OP’s ability to thrive and grow because they allow for vital practices such as modifying, reusing, and remixing. (We do, however, acknowledge the inherent conflicts in open licenses and agree that they may not be cross-culturally informed.)
Fourth, OP actively encourages learners, both inside and outside school settings, to share, review, edit, and contribute resources and, as a result, promote the development of a knowledge-building community.
Fifth, OP fosters a culture of collaboration through practices of sharing, reviewing, and editing.
This book “aims to shed light on multiple definitions [of Open] and how they are applied in a variety of learning experiences. Chapters provide case studies of library-teaching faculty collaborations that explore the intersecting roles and desired outcomes that each partner contributes toward student learning in an open environment.”
This book has a lot of great examples (both large and small) of Open Pedagogy!
A few resources for large-scale Open Pedagogy projects
If you are thinking about having students edit Wikipedia, WikiEdu provides great structure and sample assignments to get you started. They also provide individualized support (at least they did a few years ago, I haven’t checked to see if they still do).
Considerations for Using Open Pedagogy from the OER Starter Kit from Iowa State University. There are a few pages in this book that have great information. I linked to this one in particular because the considerations they discuss are important and often underappreciated.
He had this to say about Resilient Pedagogy:
“Both thoughtful and practical, this volume is a very welcome contribution to the discussion about higher education in the aftermath of the COVID-19 pandemic. The contributors generously share their hard-won lessons and innovative strategies, while avoiding either techno-solutionism or fearmongering. Although not blind to the impact of the broader systems and constraints that educators and learners operate within, this collection of chapters provides clear guidance to faculty on how they may navigate key pedagogical choices and apply specific guiding principles in order to design more flexible, inclusive, supportive, and resilient learning environments.”
BOOK DESCRIPTION
Faculty and staff in higher education have seen first-hand how distance, disruption, and distraction can challenge our perceptions of teaching and learning while highlighting inequities across our colleges and universities. As the first book in the Empower Teaching Open Access Book Series, the editors of Resilient Pedagogy asked authors to explore the concepts surrounding resilient pedagogy in the context of the COVID-19 pandemic and the social justice movements that impacted higher education in myriad ways, and provide practical strategies to better support students across contexts.
Today is shaping up to be full of Open Ped resources for me… I just attended two great sessions on Open Pedagogy during the Open Textbook Network Summit.
Your Discomfort is Valid: Supporting Big Feelings in Open Pedagogy
The Open Pedagogy Project Roadmap: A Community Resource for Planning, Implementing, Sharing, & SUstaining Open Pedagogy Projects
The video recordings will be shared after the summit on the Summit’s YouTube playlist, but in the meantime here are some of the resources that were shared during the presentations:
Verduzco-Baker, Modified Brave Spaces: Calling in Brave Instructors
Arao and Clemens, From Safe Spaces to Brave Spaces: A New Way to Frame Dialogue Around Diversity and Social Justice in the Art of Effective Facilitation
And stay tuned to the Open Pedagogy Summer Adventure space as the developers of the Open Pedagogy Project Roadmap@riehmanmurphy and @bryanmcgeary will be releasing here a 4 part series of activities so you can work through the roadmap at your own time and pace.
I first learned and got excited about Open Pedagogy at the Open Ed Conference back in 2017! I attended a presentation by Quill West. At that presentation, she shared all of her presentations and resources related to working with students on Open Pedagogy projects. Some are adapted from Amy Hofer @ Open Oregon. Examples of Open Pedagogy compiled by Quill West (includes student release form and examples of op assignments) OER Presentations - credit to Quill West and others!
This is a brand new article that seems highly relevant!
Student Selection of Content Licenses in OER-enabled Pedagogy: An Exploratory Study. Journal of Copyright in Education &Amp; Librarianship , 5 (1). https://doi.org/10.17161/jcel.v5i1.13881
Students acting as content creators is an emergent trend in the field of open educational practice. As more faculty turn towards the use of open pedagogy or OER-enabled Pedagogy, they must be prepared to address concerns related to intellectual property rights of student work. This article addresses student concerns related to intellectual property rights, specifically related to Creative Commons licensing as well as faculty awareness of use of Creative Commons licensing.
and
Although the concept of student agency in licensing content is discussed in formal literature, on websites, and on blogs related to open pedagogy, the researchers could not find empirical data as to how students choose a license when given the option or how often one license is selected over another. Given the lack of empirical data surrounding student license selection, and with the OER-enabled pedagogy project already developed, the researchers felt it was a prime opportunity to explore student licensing choice and student comfort with sharing intellectual property online.
The article has a great set of references and descriptions of Open Pedagogy too. Maybe we could organize a group reading / web annotation of this paper…
I was combing through a 2018 project web site that was part of an initiative at the University of Guadalajara to adopt systematically open educational practices- we had a lengthy section on Open Pedagogy that included not only resources but a few activities.
