It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.
Open Educational Practices (Cronin’s 2018 Open Edu Global presentation):
Use / reuse / creation of OER and collaborative, pedagogical practices employing social and participatory technologies for interaction, peer-learning, knowledge creation and sharing, and empowerment of learners.
An access-oriented commitment to learner-driven education and a process of designing architectures and using tools for learning that enable learners to shape the public knowledge commons of which they are a part.
OER use becomes more meaningful in the classroom when it is combined with critical pedagogy, which fosters student agency and nurtures reflection and growth (Stommel, 2014). Robin DeRosa (2015) defines open pedagogy as instruction that:
Prioritizes community and collaboration instead of content
Connects the academy with the wider public
Is skeptical of end-points, final products, gatekeeping, and experts
By the end of this section, you will be able to:
1. Provide a definition for open pedagogy.
2. Describe the major components of a renewable assignment.
3. List three tools commonly used for the creation of renewable assignments.
A handbook for faculty interested in practicing open pedagogy by involving students in the making of open textbooks, ancillary materials, or other Open Educational Resources. This is a first edition, compiled by Rebus Community, and we welcome feedback and ideas to expand the text.
Decolonizing the Classroom
In an attempt to decolonize the classroom, one can make many changes:
diversify materials and content;
teach to learning outcomes that address power and social justice;
design assessments that allow diverse students to demonstrate mastery in diverse ways;
involve students in the creation of knowledge, content, and curriculum;
embrace diverse language usage in interactions, writing and tests;
involve oneself at the institutional, local, state and national levels to advocate for equity.
From the April 11. 2019 post, Decolonizing the Classroom: Step 1, written by National Council of Teachers of English member Michael Seward, NCTE Standing Committee on Global Citizenship.
Roy, M., Easterly, J., & London, B. (2020). Reading British modernist texts: A case in open pedagogy. In K.
D. Hoffman and A. Clifton, (Eds.), Open Pedagogy Approaches: Faculty, Library, and StudentCollaborations (pp. II, 7-16). Retrieved from: https://tinyurl.com/OpenPedApproaches
As questions, conversations, and debates surrounding social justice come to the surface on college campuses around the country, what role do libraries play? This presentation discusses a project called “Tell Us How UC It: A Living Archive” which took root in the sentiments of students on the University of California, San Diego campus.At the heart of the project was the belief that libraries, in their capacity as providers of information, can present a narrative in the hopes of informing their community, starting conversations, and inspiring student action. - Tamara Rhodes and Cristela Garcia-Spitz
Librarians: Sam Dunlap (European history resources), Lia Friedman (Wikipedia overview)
In brief: Students chose a woman in the Early Modern period to research extensively. They were then instructed on how to become a Wikipedia editor and tasked to expand an existing biographical entry or to create a thorough entry of their own. In this way, students learned about knowledge creation through collaboration and by contributing to the actual process.