Session Logistics
- Format: Asynchronous
- Time required: 5 hours
Introduction to the program
Welcome to the Fellowship!
We are looking forward to working together throughout the course of this fellowship. As a reminder, the program consists of 3 phases. In each phase, there are multiple sessions – both asynchronous and synchronous.
Phase 1 objectives
We are currently making progress through Phase 1. By completing Phase 1, you’ll make progress towards
- Exploring the landscape of open educational practices and the values of open in order to reflect where you are in your open journey.
- Engaging with global and local conversations around the role of social justice and open.
- Critically questioning traditional measures of authority in the scholarly landscape.
Directions
The content and activities for each asynchronous session will be provided to you via Pressbooks. During our synchronous sessions, we will also use google slides to set up shared space for our work. This first session will take approximately five hours to complete.
Exploring foundational readings
The following readings provide a foundation for our conversations and work in the space of Open Pedagogy. As you read the following articles consider how your definition of Open Pedagogy evolves as you are reading about the open landscape. What’s new to your understanding of open pedagogy? What’s still unclear? How do the values of Open Pedagogy resonate with your current teaching practices?
Open Pedagogy: A Systematic Review of Empirical Findings (Clinton-Lisell, 2021)
Take note of the discussion on page 256 around the role of open licensing as a defining characteristic of open pedagogy assignments/projects – as this is an evolving topic in the field.
5Rs for Open Pedagogy (Jhangiani, 2019)
As you explore the 5Rs consider Rajiv’s call in the opening paragraph – how might you revise, adapt, and remix these values to support your journey into open pedagogy? How might you use these values to ground your decisions for open pedagogy projects?
Book by Adrien Coquet from Noun Project (CC BY 3.0)
Evolve Guide, Activity 1
Now that you’ve completed the readings in this section, reflect on the following questions in your Evolve Guide:
- What’s new to your understanding of open pedagogy?
- What’s still unclear?
- How do the values of Open Pedagogy resonate with your current teaching practices?
Be sure to bring your notes and questions to engage in our discussions during the first synchronous session.
notes by LUTFI GANI AL ACHMAD from Noun Project (CC BY 3.0)
Experiencing open projects
Now that you’ve developed some foundational knowledge, let’s look at some examples of what an open pedagogy assignment/project can be. The examples below are just a few ideas for how faculty and students have engaged in open pedagogy, but this is certainly not an exhaustive list. As you experience these projects, consider the context of each assignment/project. What were the learning outcomes? How was the project scaffolded or integrated into the course?
Examples
- Mapping Contemporary Spain, a project with students
- Examples from Open Pedagogy Approaches: “And Still We Rise: Open Pedagogy and Black History at a Rural Comprehensive State College”
- The rest of section III has good examples to also consider exploring
- Emotional Histories: Oral History Assignment for Social Change (Kristen McCleary, History faculty at JMU)
- In this presentation from OpenEd21, you can learn more about an open pedagogy project from JMU; This is an oral history assignment.
- You can also explore the teaching materials here; they are openly licensed and can be adapted with attribution OER Hist150 | Oral Histories | Kristen.
- This website is an example of how multiple students/courses might contribute to the creation of a single resource. The Tadoku Treehouse is a collection of student created “readers” to use when teaching Japanese. Read more about the project here.
- Wikipedia entries from students creating bios for Women in STEM
- Open Ed session options:
Evolve Guide, Activity 2
Reflect on the following questions in your Evolve Guide
-
- As you experience these projects, consider the context of each assignment/project. What were the learning outcomes or goal of the assignment? How was the project scaffolded or integrated into the course?
- What’s one thing that stood out to you as you reviewed the assignments?
- Do you see the 5Rs reflected in the projects?
- Do you see connections to social justice work in any of the example projects you reviewed?
Engaging with the community
Learning Hypothes.is
We will use hypothes.is for asynchronous annotation and discussion throughout the fellowship. If you are unfamiliar with using this platform, please refer to the instructions here to add the browser extension and refer to these detailed instructions for how to use the platform. We set up a private group for these annotations which means all annotations will only be visible to facilitators and program participants. Please join the group here. These instructions provide details on how to annotate within a private group.Using this private hypothes.is group on this Pressbook provide an annotation to share your reflection on the following questions:
talk by emkamal kamaluddin from Noun Project (CC BY 3.0)
Hypothes.is Activity
Question 1
Share one thing that stood out to you about the project or assignment you reviewed.
Hypothes.is Activity
Question 2
Do you or do you not see the 5Rs as grounding the project/assignment? Provide an example.
Hypothes.is Activity
Question 3
Do you or do you not see this being a social justice-type project/assignment? Share an example.
Exploring the role of social justice for Open Pedagogy
As we explore the role of social justice for open pedagogy it’s critical that we work from a similar definition and framework of social justice. In the scholarship on open education more broadly, this article is considered foundational in providing that framework. Read Changing our (Dis)Course: A Distinctive Social Justice Aligned definition of open education (Lambert, 2018).
Book by Adrien Coquet from Noun Project (CC BY 3.0)
Evolve Guide, Activity 3
Reflect on the following questions in your Evolve Guide.
- How does the changing political/cultural climate,and the proposed definition of social justice inform your perspectives (academic and personal) in terms of the role of social justice-informed open work in the classroom?
- Consider the course you are working on in this program and the three principles of social justice as they are applied to open. How are the principles shaping your initial ideas of what an open pedagogy project or assignment might look like?
- In your current teaching practice, how do you balance the role of process and product for student work?
Engaging in self-reflection with the group
Pulling our focus back “up” to the broad “worldview of open” (Bali et. al. 2020) read this short encyclopedia entry on Open Pedagogy and notice how you are able to engage with content – has your understanding deepened? Have your questions changed?
Evolve Guide, Activity 4
In your Evolve Guide, respond to the following prompts:
- How would you articulate your own worldview of open?
- How are you articulating open pedagogy’s key characteristics and values for your work and discipline moving forward?
Engaging with your peers through Hypothes.is
After you have completed your individual reflection in your evolve guide we will reflect together by annotating the Pressbook content.
talk by emkamal kamaluddin from Noun Project (CC BY 3.0)
Hypothes.is activity
Using our private hypothes.is group provide an annotation to share your reflection on the following question:
“How are you articulating open pedagogy’s key characteristics and values for your work and discipline moving forward?”. You can also respond to other’s annotations with thoughts.
Evolving your open practices
To prepare for our session together, read the following article, Framing Open Educational Practices from a Social Justice Perspective (Bali, Cronin, & Jhangiani, 2020).
Book by Adrien Coquet from Noun Project (CC BY 3.0)
Evolve Guide, Activity 5
Reflect on the following questions in your Evolve Guide.
As a reminder, when we refer to the “broad dimensions” of social justice-oriented projects we are referring to content-centric to process-centric, teacher-centric to learner-centric, and primarily pedagogical to primarily social justice-focused.
- As you reflect on the three broad dimensions presented in the article, how do they connect to your current courses, assignments, and pedagogical choices? What questions come up for you?
- What challenges do you perceive to implementing open practices within the JMU context? Which practices have more or fewer barriers? Have you experienced any challenges in implementing open practices?
