{"id":47,"date":"2023-04-18T14:57:25","date_gmt":"2023-04-18T14:57:25","guid":{"rendered":"http:\/\/akingston.digitalscholar.rochester.edu\/books\/openedforgrads\/chapter\/chapter-5-open-pedagogy\/"},"modified":"2023-04-26T19:27:32","modified_gmt":"2023-04-26T19:27:32","slug":"chapter-5","status":"publish","type":"chapter","link":"https:\/\/akingston.digitalscholar.rochester.edu\/books\/openedforgrads\/chapter\/chapter-5\/","title":{"raw":"Open Pedagogy","rendered":"Open Pedagogy"},"content":{"raw":"
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Chapter Contents<\/p>\r\n\r\n<\/header>\r\n

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5.1. What Is Open Pedagogy?<\/a>\r\n5.2. Examples of Open Pedagogy<\/a>\r\n5.3. The Benefits of Open Pedagogy<\/a>\r\n5.4. The Challenges of Open Pedagogy<\/a><\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n

<\/a>5.1. What Is Open Pedagogy?<\/h2>\r\n

People continue to confuse free with open because they underconceptualize \u201copen.\u201d In this impoverished view they think the only \u2013 or primary \u2013 benefit of open educational resources is their impact on affordability. To some degree it\u2019s understandable that people focus on OER\u2019s affordability because each and every time someone adopts OER we immediately see that financial impact. However, I believe the potential impact of open pedagogy on learning is even greater than affordability-through-open\u2019s impact on learning. (Wiley, 2015)<\/span><\/p>\r\n

Using open educational resources (OER) in the classroom can make it easier for students to access and interact with course materials. However, another major aspect of open education asks not \u201cwhat you teach with\u201d but \u201chow you teach.\u201d The set of pedagogical practices that include engaging students in content creation and making learning accessible is known as open pedagogy. That said, it can be hard to pin down a definition. Depending on the source you consult, open pedagogy might be defined as a series of practices, a learning style, or a state of mind, and it often goes beyond the use of open content for teaching and learning.<\/p>\r\n

\u201cOpen pedagogy\u201d as a named approach to teaching is nothing new. Scholars such as Catherine Cronin (2017), Katy Jordan (2017), and Tannis Morgan have traced the term back to early etymologies. Morgan (2016) cites a 1979 article by the Canadian Claude Paquette: \u201cPaquette outlines three sets of foundational values of Open Pedagogy, namely: autonomy and interdependence; freedom and responsibility; democracy and participation.\u201d Over the past decade or so, there has been significant variation in how the term \u201copen pedagogy\u201d is used. The term is sometimes used interchangeably with similar ones, such as \u201cOER-enabled pedagogy\u201d and \u201copen educational practices\u201d (OEP). As initially defined by David Wiley (2013), open pedagogy occurs when students and faculty take advantage of the \u201c5 Rs\u201d of openly licensed content (retain, reuse, revise, remix, and redistribute) to expand learning opportunities in the classroom. Others specifically define open pedagogy as an approach to teaching in which students join the academic conversation of a topic by creating course materials that they can choose to share with an open license. This may involve creating assignments that are \u201crenewable\u201d (Wiley & Hilton, 2018), meaning they have utility beyond the classroom. Others have connected open pedagogy to theoretical teaching approaches, such as experiential learning, peer learning, and student-centered learning. For some instructors, open pedagogy also has a close relationship to diversity, equity, and inclusion. The variety in definitions is further complicated by similar terms used in the open education community. Wiley and Hilton later defined \u201cOER-enabled pedagogy\u201d as teaching using OER, which is very similar to the original definition of open pedagogy, further muddying the waters.<\/p>\r\n

Many who work with open pedagogy today have come into the conversations not only through an interest in the historical arc of the scholarship of teaching and learning, but also by way of open education, and specifically, by way of open educational resources (OER). As conversations about teaching and learning developed around the experience of adopting and adapting OER, the phrase \u201copen pedagogy\u201d began to reemerge, this time crucially inflected with the same \u201copen\u201d that inflects the phrase \u201copen license.\u201d<\/p>\r\n

In this way, we can think about \u201copen pedagogy\u201d as a term that is connected to many teaching and learning theories that predate the open education movement, but also as a term that is newly energized by its relationship to OER and the broader ecosystem of open (open education, yes, but also open access, open science, open data, open source, open government, and so forth). David Wiley<\/span><\/a>, the Chief Academic Officer of Lumen Learning and a vocal open education advocate, was one of the first OER-focused scholars who articulated how the use of OER could transform pedagogy. He wrote in 2013 about the tragedy of \u201cdisposable assignments\u201d that \u201cactually suck value out of the world,\u201d and he postulated not only that OERs offer a free alternative to high-priced commercial textbooks, but also that the open license would allow students (and teaching faculty) to contribute to the knowledge commons, not just consume from it, in meaningful and lasting ways. Later, Wiley (2017) revised his language to focus on \u201cOER-enabled pedagogy,\u201d with an explicit commitment to foregrounding the 5R permissions (see Chapter 1<\/a>) and the ways that they transform teaching and learning.<\/p>\r\n\r\n