Hi Jason, great blog post #2 discussing the direct instruction approach. Your post was very informative, and improved my understanding of this learning method. It was interesting comparing the differences from the instructional approach I covered, open pedagogy. Notably, the involvement, structure, and engagement from educational professionals was the main difference I recognized of these approaches. I believe the direct instruction approach would be a beneficial teaching strategy for me, and learners that value detailed instructions/ feedback. I agree, students between kindergarten and grade 12 tend to require more in-depth teaching, therefore the direct instructions generally are a reliable strategy independently or combined with an alternative approach.
Month: February 2023
Defining open pedagogies was difficult, considering throughout previous decades the meaning and purpose of the term continuously changes. Wiley and Hilton’s (2018) article provides a variety of definitions such as āāopenā pedagogies with the former tending to be more focused on didactic discussion and the latter being connected with leading less formal discussions and students co-creating the context of the class. Mai (1978) discusses open pedagogy in the context of creating an āinformal classroom where children might be trusted to learn by exploring according to their own interests, instead of being bored, demeaned, and alienatedā (p. 231). Dufeu (1992) argues that open pedagogy is a philosophy in which the content of the course, as well as its progression, is determined by the needs and preferences of participants. Daniel (2004) refers to open pedagogy as one āthat treats the student as an intellectual equalā (p.9)ā (p.134). Wiley and Hilton (2018) state open pedagogy is strongly associated with the term, open educational resources. Importantly, the significance for the āopenā signals the copyright license permits public access to their 5Rs activity – retain, reuse, revise, remix, and redistribute (Clinton-Lisell, 2021). David Jeong from Learning Pod 1, wrote his Blog Post #2 on open pedagogies as well, and his comment regarding the advantages of having the open feature promotes a movement of diversity and empowerment among learners internationally. Unlike traditional notions of education, open pedagogy implements digital technologies as tools for course material (Clinton-Lisell, 2021). This online learning approach promotes an active, collaborative, and flexible learning experience. Importantly, a significant advantage of open pedagogy is how teachers develop and submit free resources for textbook alternatives, which reduces financial costs and student loans, making education more accessible globally (Clinton-Lisell, 2021).
Ā In relation to my group’s Learning Design Blueprint, we determined this method would not be the most effective form of evaluation. Our focus is teaching children in grades K- grade 3 about racism and monitoring their takeaways and growth mindset during each exercise. An academic resource claims āevaluating the impacts of open pedagogy on student learning, student engagement, and other metrics of interest is essentially impossible,ā which is crucial information for our project, and confirms this approach does not align with our vision (Wiley & Hilton, 2018).
Clinton-Lisell, Virginia. “Open Pedagogy: A Systematic Review of Empirical Findings.” Journal of Learning for Development 8.2 (2021): 255-268.
DuFeu, B. (1992, January). Pour une pedagogie ouverte (For an Open Pedagogy). Francais dans le Monde, 246, 39-45.
Daniel, J. (2004). From the triangle to the pentagon: Open universities in the 21st century. Commonwealth of Learning, 2-9. Retrieved from http://hdl.handle.net/11599/1446
Wiley, David, and John Levi Hilton Iii. “Defining OER-enabled pedagogy.” The International Review of Research in Open and Distributed Learning 19.4 (2018).
Jeong David from Learning Pod 1. Blog Post #2: Learning Design. (2023)Ā
Mai, R. P. (1978). Open education: From ideology to orthodoxy. Peabody Journal of Education, 55(3), 231-237. doi:10.1080/01619567809538192
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