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
Hi Nicole! Good overview of open pedagogy terminology. I still think it would be interesting to try this approach with grade 3 students. I tend to disagree that āevaluating the impacts of open pedagogy on student learning, student engagement, and other metrics of interest is essentially impossible.ā Teachers can access the quality of the resource using specific criteria, which will determine the level of student learning and engagement. It would be helpful if you could think of specific strategies teachers can use when applying this method.
I have also noticed that many of the resources cited in the text were not referenced at the end, e.g., Mai, Dufeu, Daniel, etc. It seems like this information was taken directly from one source – https://files.eric.ed.gov/fulltext/EJ1234921.pdf. Even though you referenced this particular article, taking information as it violates academic integrity.
Thanks for sharing your thoughts on open pedagogy. It can be tough to define, and there are many interpretations. I like how you described different definitions, and how it has evolved from a didactic approach to a more collaborative one with students co-creating the learning experience.
It’s cool that open pedagogy can make education more accessible and reduce financial costs, and I agree that it’s important to choose the right approach for specific learning goals.
Overall, your post gave a good overview of open pedagogy and its potential in education.