OpenEd21 is happening this week and instead of tweeting I am blogging from selected sessions I am attending. These notes may be rough as the intent is to try to follow the flow of the talk and publish as soon as possible.
In this session, the presenter will discuss the intersections between open pedagogy and critical information literacy. The presenter will also discuss the role(s) librarians can play in promoting open pedagogical practices within their existing information literacy initiatives. Finally, the presenter will share a toolkit designed with subject and liaison librarians in mind to assist them as they prepare for and have conversations with faculty about open pedagogical practices in their open education outreach. (full abstract)
Presenter: Kristina De Voe (Temple University)
A great overview of the different ways in which open pedagogy is defined. This quote stuck out “Open pedagogy asks not what you teach with, but how you teach” and open pedagogy is presented as a typology of practices referencing Cronin, Jhangiani and Bali.
The presenter then defines critical information literacy and makes the connection between open pedagogy and critical information literacy.
When students shift their own perceptions from being consumers to being producers of information, their motivation and interest peak.
An open pedagogical approach has both benefits and challenges.
Challenges include more upfront work that takes time. Open pedagogy may feel less like teaching for students and that can challenge a learner’s perceptions about what “teaching” and “learning” really is (their expectation may be Sage on the Stage). Students may question who is in control, and there are often challenges in assessing open pedagogy assignments.
Benefits affordability, promotes academic freedom, promotes active learning, promotes social justice.
The presentation moves into defining renewable assignments and references Wiley’s disposable assignment. Renewable assignments add value to the world by allowing students opportunities to make contributions to the wider public knowledge. With open pedagogy works, students perceive the value of their work will endure beyond the course, which is a motivating factor for many students.
Comparing disposable, authentic, constructionist and renewable assignments
The presenter then provided some examples of typical open pedagogy assignments, including Wikipedia projects, open publishing websites, building or editing open textbooks, etc before moving on to the heart of the presentation which is how to engage others at your institution about open pedagogy, starting with who you might want to reach out to – where you might find people who are receptive to open pedagogy, including faculty who are familiar with OER and have received OER awards, instructors who share their teaching & learning materials within their department and institution, those who are already engaged in using authentic assignments, faculty who regularly attend SoTL events on campus, and faculty who iterate their assignments.
The presenter then moved on to ways to frame the conversation about open pedagogy at your institution, including from an accessibility/UDL and EDI lens, as a new method of assessment and assignment development, and a way to provide new avenues of student engagement and agency.
The session wrapped up by sharing a toolkit that can be used by others. “This toolkit is a collection of information, conversation starters, tips, and supplementary resources. It is intended to help you support faculty throughout the possible stages of their TAP projects and, more broadly, to advocate for open education in your subject areas.”
Really liked this session. It was very well thought out and packed with information and might be one I recommend to anyone looking for a great overview of open pedagogy, renewable assignments, and for some practical ways to introduce these topics to educators at your institution. The presenter did an excellent job at providing definitions of key terms like open pedagogy, renewable vs disposable assignments, critical information literacy and made the connection between critical info lit and open pedagogy very well. The toolkit shared looks like a useful resource. And the presenter shared their slides.