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Open Pedagogy
Mary Burgess, Executive Director, BCcampus
Teaching and Learning with the Power of Technology Conference 2016
May 2, 2016
@maryeburgess#[email protected]
open.bccampus.ca
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.
Agenda
• What is Open Pedagogy?
• The disposable assignment
• Trying to do better
• A Matrix
• Your turn
Session Outcomes• By the end of this session, you will know (at least) one definition of Open
Educational Practice and some examples of what it looks like in practice
• You will be able to create an assignment that makes use of the principles
of Open Pedagogy
open.bccampus.ca
Your assignment, should you choose to accept it…
Is Willy Loman a tragic hero?• Discuss, in 1200 words. • Documents should be double
spaced, Times New Roman font.• Submitted electronically to the
course drop box (accessible to instructor only).
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
open = free + permissions
Free, unfettered accessperpetual, irrevocable
open.bccampus.ca
Looking for OER?
http://open.bccampus.ca
What is Pedagogy?
What is Open Pedagogy?
Iterating Toward a Definition…
Dr. 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
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.
open.bccampus.ca
How do WE, as educators, best engage our students
in DEEPER learning?
open.bccampus.ca
The disposable assignment
• No added value
• Students don’t like doing them
• Faculty don’t like grading them
open.bccampus.ca
• allow my students to develop and exercise useful skills that aligned well with course and program learning outcomes
• produce something that would add value to the world
• produce something that would be openly available
• provide sufficient support so that the experience would not be terrifying for them (a serious concern, as I was asking them to step well outside of their comfort zones)
• build in enough latitude so that the assignment would constitute a creative project and not simple a recipe for the same product
@ThatPsychProf – Dr. Rajiv Jhangiani’s work
Blog post CC-By From http://thatpsychprof.com/pilot-testing-open-pedagogy/
MatrixThe Matrix: a tool for generating examples…
Open (Resources & Approaches)
Not Open (Resources & Approaches)
Learning Centered Design *1* 3
Teaching Centered Design 2 4
MatrixThe 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 Designauthentic, flexible, learning-centred (vs. content or instructor-centred), creative assignments that invite reflection, real-world learning, student choice
*1* 3
Teaching Centered Designwhat 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
MatrixThe 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 Designauthentic, 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
3Examples 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
2Examples that use OER, but under-utilize potential of Open
4Examples of “teacher-centred” methods, disposable assignments in a closed environment
MatrixThe 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?
open.bccampus.ca
And now, back to Willy Loman…
Is Willy Loman a tragic hero?• Discuss, in 1200 words. • Documents should be double
spaced, Times New Roman font.• Submitted electronically to the
course drop box (accessible to instructor only).
How can we do this differently?
open.bccampus.ca
Your turn
Consider an assignment you already have in your course (or rework the Willy Lomanassignment) and discuss how you might make it into a “renewable assignment.” For the purpose of this challenge, think of a renewable assignment as one that:
• has an audience that is wider than just the instructor or teaching assistant• somehow contributes to a wider body of knowledge that can be used by others• can be reused and revised by others
Explain what your new assignment would require students to do, what benefits you thinkmaking this assignment into a renewable one might have, and what challenges you canforesee in doing so.
Best to start with your learning outcomes.
open.bccampus.ca
• Go to the website and check out the examples others have contributedhttps://docs.google.com/document/d/1TDf9Uem4SID0anlUQPxWdwCh3SkvQnEpvQu_bRGRUIU/edit
• Think about the assignments you’re currently using to assess students – could you use OEP to make them more meaningful and engaging?
• Could you ask your students to help you redesign the assignments?
What’s next?
Thank You…Questions?
@maryeburgess
