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Given the advantages of bringing students into OER discovery, evaluation, stewardship and creation, would it make sense to not limit this work to educators? Would additional competencies/skills be needed to add students?
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slightly related, the Liberated Learners project https://ecampusontario.pressbooks.pub/learner/
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And slightly related to that, Learning to be Human Together: https://ecampusontario.pressbooks.pub/onhumanlearn/
The point remains that learner-driven work is core to the Open Education movement as a whole and can have a significant impact in support of UNESCO's OER goals.
In fact, there are multiple stakeholders who can hardly be described as "educators" who need to develop their digital literacy to meaningfully contribute to the OER scene.
The point remains that learner-driven work is core to the Open Education movement as a whole and can have a significant impact in support of UNESCO's OER goals.
In fact, there are multiple stakeholders who can hardly be described as "educators" who need to develop their digital literacy to meaningfully contribute to the OER scene.
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I agree. Either this document must include what competencies learners need to engage in open educational practices, or there needs to be a companion document for learners. Actually, the student one should come first because some of the competencies that all of the other groups listed here need we'll be based on what support students will need to meet their competencies.,
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Excellent way to put it! Thank you so much for that.
Learners first and foremost. Student-centric is fine. Learner-driven is an improvement.
(And some learners in our scene contribute a lot to this. Including in drafting a national framework for Canada.)
Learners first and foremost. Student-centric is fine. Learner-driven is an improvement.
(And some learners in our scene contribute a lot to this. Including in drafting a national framework for Canada.)
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👍
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The UNESCO Recommendation on OER says nothing about open educational practices, open education, or open pedagogy.
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Precisely. We hear that UNESCO won't write a recommendation on Open Ped.
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To be fair, at the time of writing "Open pedagogy" was an emerging topic (well Ngram viewer stops at 2019). There are mentions in the opening of "using learner-centred, active and collaborative pedagogical approaches" and under Aims and Objectives "a broader range of innovative pedagogical options to engage both educators and learners to become more active participants in educational processes and creators of content"
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Interesting take, Alan. To push this further, it might be useful to distinguish between learner-driven collaborative practices in general and the way our "pedagogical ancestors" used to describe «Pédagogie ouverte».
The key difference I find goes well with my refrain on Epistemic Justice:
Who decides what counts as knowledge worthy of being learnt?
The answer, then, was that this decision could be made, carefully, in the classroom, as opposed to a free-for-all (Pédagogie libre) or a top-down approach (associated with institutional programs).
So, if UNESCO were to have a recommendation on Open Education in general (which includes diverse models of Open Pedagogy from OER-based programs and Open Educational Practices, all the way to different forms of community learning), it'd have to include suggestions on the decision-making process. Which might be fraught, in an age of technosolutionist EdTech.
The key difference I find goes well with my refrain on Epistemic Justice:
Who decides what counts as knowledge worthy of being learnt?
The answer, then, was that this decision could be made, carefully, in the classroom, as opposed to a free-for-all (Pédagogie libre) or a top-down approach (associated with institutional programs).
So, if UNESCO were to have a recommendation on Open Education in general (which includes diverse models of Open Pedagogy from OER-based programs and Open Educational Practices, all the way to different forms of community learning), it'd have to include suggestions on the decision-making process. Which might be fraught, in an age of technosolutionist EdTech.
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(Paquette and others published a number of books before the trend shifted to "direct instruction". Some of the people involved were in Switzerland, Canada, and the US. It can be hard to trace their work because of a form of "collective amnesia". With people like bell hooks, Ivan Illich, and Paulo Freire, we at least benefit from their name recognition. With people like Michael Huberman in Geneva, not that easy.)
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Oh, and as @Dan probably knows, a lot of the Open Pedagogy work done over decades was from pre-elementary to secondary education (called "K-12" in the US).
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Actually, trying to find the proper link to Paquette 2005 (cited by Tannis), I end up on this page, which makes the point: https://arc-en-ciel.cssdm.gouv.qc.ca/programmes/pedagogie/
In this public elementary+secondary alternative school, decisions are made through a democratic structure involving learners and their parents. I don't know this specific school and I have no idea if it works well in their case. What's clear is that the "Open" in OE does include such cases, especially when it has to do with pedagogy.
Barbara Class has shared some of her own experiences in involving university learners in decisions about their learning experiences.
In this public elementary+secondary alternative school, decisions are made through a democratic structure involving learners and their parents. I don't know this specific school and I have no idea if it works well in their case. What's clear is that the "Open" in OE does include such cases, especially when it has to do with pedagogy.
Barbara Class has shared some of her own experiences in involving university learners in decisions about their learning experiences.
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Yes, Alex, I do know. I wrote a blog post about it, Open Education is a Problem for OER in K-12 too. https://developingprofessionalstaff-mpls.blogspot.com/2022/01/open-education-is-problem-for-oer.html
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I'm reasonable certain that if you asked the founders of the Open School where I taught from 1996-2011 (it was founded in the early 1970s) if they had considered using the term Open Pedagogy they would say that Open Pedagogy was too narrow of a concept. They were well versed in many types of pedagogy. I think they also may have thought that pedagogy was too pretentious. It didn't look good with tie-dye T-shirts and bell bottom jeans.
I'm now motivated to get the paper copy of a very good book about the founding of Marcy Open School and have it digitized. There are only one or two copies in existence. It's very well written and an important document not only for this discussion, but for discussions of the history of education in Minneapolis, in the U.S., and in the world.
I'm now motivated to get the paper copy of a very good book about the founding of Marcy Open School and have it digitized. There are only one or two copies in existence. It's very well written and an important document not only for this discussion, but for discussions of the history of education in Minneapolis, in the U.S., and in the world.
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Thanks for sharing, Dan! (No, I'm not surprised you would. Just grateful.)
Excellent idea on digitizing that book. Had the same thought about one of Paquette's books which laid things down in a very useful way. Basically, Open Pedagogy was one of four modes. He did use the term because «pédagogie» sounded pretty good for our own bell-bottom-wearing teachers. (My father was one of those, having studied with Piaget in Geneva and coming to Quebec during the "Quiet Revolution".)
Similar things have happened in different parts of the world. Some are happening now. Including with Indigenous Learning.
In the end, part of this is about recognition of where we all come from.
Excellent idea on digitizing that book. Had the same thought about one of Paquette's books which laid things down in a very useful way. Basically, Open Pedagogy was one of four modes. He did use the term because «pédagogie» sounded pretty good for our own bell-bottom-wearing teachers. (My father was one of those, having studied with Piaget in Geneva and coming to Quebec during the "Quiet Revolution".)
Similar things have happened in different parts of the world. Some are happening now. Including with Indigenous Learning.
In the end, part of this is about recognition of where we all come from.
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Added this resource. It was shared at MozFest in the context of educational materials in indigenous languages. However, this work by Siya Masuku also gives current and concrete info on the lived experience of technology in education in South Africa, in a way that seems relevant and useful to this project.
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