Prompt 2 Learning Design — Open Pedagogy

For this week’s posts, I choose to learn more about the learning approach: Open Pedagogy. After researching, most resources like to break this approach into two different perspectives: Open and Pedagogy.

Open pedagogy, also known as open educational practices (OEP), is the use of open educational resources (OER) to support learning, or the open sharing of teaching practices with a goal of improving education and training at the institutional, professional, and individual level.

BCcampus

The word “open” in this learning approach usually refers to Open Learning Resources (OER), which UNESCO defines as “any type of educational materials that are in the public domain or introduced with an open license” (“What is Open Pedagogy? – BCcampus OpenEd Resources”, n.d.).

According to Merriam-Webster, the definition of pedagogy is “the art, science, or profession of teaching.” This definition indicates that pedagogy is more focused on how we teach instead of what we teach.

The class uses OER would allow students to access learning material more efficiently and cost-effectively. As a learner-centred learning approach, getting students involved in the learning process is always the key. Students who participate in open pedagogy classes will also gain more ownership of the information they learned as they are encouraged to create learning material within the class.

Reflection on Blueprint

In our group’s blueprint, we have applied the Open Pedagogy learning approach in many ways. First of all, we will be creating a WordPress blog for our learning content. It is open to the public and accessible on the internet. We’ve also included different learning materials such as scholarly articles, journals, blogs, and YouTube Videos, which are also easy to access via the internet. Within our Blueprint design, we have incorporated the eight attributes of open pedagogy defined by Hegarty (2015); this approach will also be applied to our final interactive learning resource:

• Participatory technologies:  we will present our topic on a blog that everyone can access. Besides, we are also using different social media and technology tools to help organize learning
• People, openness and trust: we created various assessment activities to engage student’s participation in the learning process and interact with each other
• Innovation and creativity: unlike traditional learning, our learning resource will be present on an open blog site. Students will learn based on their own pace.
• Sharing ideas and resources:  we have designed activities to ask students to post their thoughts in their blogs regards to each topic they have learned
• Connected community: even though our initial design is an online class to allow students to learn independently. But we also designed one live session out of our five subtopics to provide a space where students can virtually meet each other and learn together
• Learner-generated: in our learning resource, learners will be learned all at their control, we would provide suggested due days to guide them, but it is not strict as traditional face to face class
• Reflective practice: self-assessment assignments will be provided to learners on our blog so they know how they learned.
• Peer review: There is a log assessment activities students need to finish, which includes reviewing and providing feedback on other people’s work

Overall, I think our blueprint and the thought of the final interactive resource fully reflect the Open Pedagogy learning approach.

Reference:

What is Open Pedagogy? – BCcampus OpenEd Resources. Open.bccampus.ca. Retrieved 29 May 2022, from https://open.bccampus.ca/what-is-open-education/what-is-open-pedagogy/#:~:text=Open%20pedagogy%2C%20also%20known%20as,%2C%20professional%2C%20and%20individual%20level.

Hegarty, B. (2015) Attributes of open pedagogy: a model for using open educational resources Educational Technology, July-August