Blog Post #2 Learning Design: Open Pedagogy

In chapter 11: Trends in open education, in the textbook “Teaching in a Digital Age: Guidelines for designing teaching and learning” the approach of open pedagogy is explored and defined as “the practice of engaging with students as creators of information rather than simply consumers of it.” This definition is from the University of Texas Arlington Libraries, unlike the other definitions the author provides, I agree with them this is best. It not only focuses more on the student perspective rather than the theoretical one but points out the truth that in educational environments most of the time students are only in classrooms to consume. It further states “The product of open pedagogy are student created and openly licensed so that they may live outside of the classroom in a way that has an impact on the greater community.” I think that is extremely powerful and overall beneficial for everyone. Open pedagogy opens the door to more learners by using open educational practices (OEP) to gain open educational resources (OER) and break down barriers so everyone has access to learning. Allowing education to be more accessible through textbook resources and be free, giving support material, interactive websites and much more. Generating these kinds of resources to be more accessible will additionally help students’ engagement and encourage learning. Along with the definition, open pedagogy has eight attributes (shown in the image above) and described below:

1. Participatory technologies
   • Using various resources like blogs, social media and other resources that can be used for sharing.
2. People, openness, and trust
   • Include elements that make the learning environment a safe space so interactions and participation can flourish.
3. Innovation and creativity
   • Developing new models through technology for better sharing of knowledge and resources goes far beyond OER.
4. Sharing ideas and resources
   • For open pedagogy to be successful, there needs to be a willingness to share, trust and connect with others.
5. Connected community
   • Using the technology resources to build community through a common interest.
6. Learner-generated
   • Encourage learners to be confident in taking on roles of leadership, problem-solving and teamwork to create discussions of knowledge.
7. Reflective practice
   • Teachers and students work together to facilitate more profound pedagogical reflections.
8. Peer review
   • Students use tools to interact with other students to critique and give constructive feedback to grow their learning experiences.

I believe with the framework of the eight attributes and open pedagogy at its essence go hand and hand with the topic chosen by my group for the learning design blueprint. Our plan consists of teaching future French educators the psychology of music/singing when teaching a new language, which based on our research shows innovation and creativity. Our lesson implements technology as it is an online workshop/webinar style and provides resources which fit in sharing ideas and resources, and participatory technologies. Additionally, all resources and the workshop itself would be accessible online and hosted during the evening for those with busy schedules. Lastly, our topic correspondence to the connected community, learner-generated and people, openness, and trust attributes, as our workshop is geared to the community of French educators willing to acquire more tools to add to their toolbox and interact with other educators through shared experiences.

Reference for post and photo:

Bates, T. (2019). Chapter 11. In Teaching in a Digital age: Guidelines for designing teaching and learning. essay, SFU Document Solutions, Simon Fraser University.