Author: jscott (Page 1 of 2)

Blog Post #4: Exploring Open Pedagogy and Open Educational Resources (OER)

What is Open Pedagogy?

Open Pedagogy is an educational approach that can emphasize collaboration, transparency, and student centered learning. Unlike traditional teaching methods, which can often rely on instructor or teacher-led content, Open Pedagogy goes beyond that and encourages active participation in the creation and sharing of knowledge encouraging students to be more engaged rather than just being a listener. This approach empowers students to contribute in meaningful ways to their own learning experiences rather than passively receiving information from their instructor. By engaging with Open Pedagogy, both educators and students take on the roles of co-creators which can foster a sense of ownership of the knowledge to the students, and often can gain the skills of real-world application in what they are learning. The last big point of Pedagogy is the mission in making education more available for everyone and resource friendly, this would allow for everyone to get the education they desire without being extremely expensive.

The Role and Impact of OER

Open Educational Resources (OER) are freely accessible teaching and learning materials that can be used, adapted, and shared with anyone. There are many advantages of using OER’s they reduce financial barriers for students, promote lifelong learning, and encourage the adaptation of materials to better suit diverse learning needs. By incorporating OER’s into educational practices, institutions and teachers can create more inclusive and accessible learning environments for all of their students. OER’s can also contribute to equity in education by ensuring that high-quality resources for learning are available to everyone, regardless of socioeconomic background or economic income.

Global Trends in OER

The adoption of OER is a growing global movement, with many countries and institutions investing in open-access initiatives.

• Increased Adoption: Many countries are incorporating OER into their educational systems to reduce costs and improve access to quality education.
• Policy Develo
  pment: Governments and institutions are developing policies that encourage or mandate the use of OER, ensuring that educational resources are accessible to all students.
• Collaboration and Sharing: There is a growing trend towards international collaboration in creating and sharing OER, enabling the exchange of knowledge and resources across borders.
• Focus on Inclusivity: OER initiatives are increasingly focused on creating resources that are inclusive and culturally relevant, addressing the diverse needs of learners worldwide.

This list by Joshua Hotchin summarizes it perfectly. The use of OER is growing and will continue to grow, this is as people recognize the plethora of benefits within the learning style. These trends show the rising use and importance of OER and how they can create a more equal and inclusive environment for all learners.

Understanding Creative Commons Licensing

Creative Commons (CC) Licensing plays a crucial role in the responsible use and distribution of OER. By understanding the different CC licenses, educators and learners can legally and ethically share, modify, and distribute content all around the world legally and ethically. “There are several types of Creative Commons licenses, ranging from the most permissive (allowing almost any use) to more restrictive (limiting how the work can be used). (Joshua Hotchin).”  CC’s can ensure that others can freely use and modify all the work while maintaining proper credibility. This fosters a culture of openness and collaboration in education.

Attributes of Open Pedagogy

Key attributes of Open Pedagogy include collaboration, transparency, and student-centered learning. These principles can be implemented through co-created assignments, open-access projects, and peer-reviewed contributions.

Open Pedagogy is characterized by several key attributes that distinguish it from traditional teaching methods. These include:

• Student-Centered Learning: Students are actively involved in the learning process, often contributing to the creation and sharing of knowledge.
• Collaboration and Sharing: Open Pedagogy encourages collaboration between students, educators, and the broader community, fostering a culture of sharing and mutual support.
• Use of OER: The integration of Open Educational Resources is central to Open Pedagogy, allowing for the adaptation and customization of learning materials.
• Transparency: Open Pedagogy promotes transparency in teaching and learning, with a focus on open access to educational materials and processes.
• Empowerment: By involving students in the creation and dissemination of knowledge, Open Pedagogy empowers learners to take ownership of their education and contribute to the learning community.

This list by By Joshua Hotchin I believe summarizes it perfectly. My goal is to incorporate Open Pedagogy into my own educational practices. By doing this I can create a more inclusive learning environment where students all feel valued and engaged. This approach not only enhances critical thinking and creativity but also fosters a sense of community and shared responsibility for knowledge production within any given class I am in.

Universal Design for Learning (UDL) and Ethical Considerations in Educational Technology

What is Universal Design for Learning (UDL)?

Universal Design for Learning (UDL) is an amazing educational framework that aims to create learning environments for everyone. This is done by providing multiple means of engagement, representation, action and expression within the given learning experience. This approach helps to promote that all students, regardless of their abilities or learning styles, have equal opportunities to succeed. ”UDL is based on the idea that there is no one-size-fits-all approach to education. Instead, it encourages the use of flexible teaching methods and materials that can be customized to meet the diverse needs of students” (Joshua Hotchin). Being someone who struggles with a learning disability I believe this would be a very beneficial way of learning. If we integrate UDL principles, educators can design lessons that accommodate diverse students and their different learning styles, such as incorporating text-to-speech tools, visual aids, or alternative assessment methods where needed. I believe UDL is beneficial in both the physical and digital classrooms respectively as it promotes flexibility, accessibility, and personalized learning experiences for all students.

Ensuring Accessibility in Online Settings

Online learning must be accessible to all students, no matter if they have a disability. To achieve this, digital resources should be designed with accessibility in mind. I thought the list of Some key strategies:

• Accessible Content: Ensure that all digital content, such as videos, documents, and websites, is accessible. This includes providing captions for videos, using alt text for images, and ensuring that websites are navigable by screen readers.
• User-Friendly Design: Online platforms should be designed with simplicity and ease of use in mind, so that students with varying levels of technical skill can access them without difficulty.
• Accommodation: Offer accommodations for students who need them, such as extended time on assignments or alternative formats for course materials.
• Testing Accessibility: Regularly test your online platforms and materials to ensure they meet accessibility standards and guidelines, like the Web Content Accessibility Guidelines (WCAG).

This list was made by Joshua Hotchin and I believe it emphasizes the most important aspects of making online learning as accessible as possible for everyone. I have been lucky enough to have the accessibility to get my learning disability spotted at a young age but I know not everyone has that same luxury. The part of the list that really sticks with me is the accommodations section, my accommodations in school have always really helped me. For me it is sometimes hard for me to read and remember information so the extra time I have been granted has been a lifesaver and I could not imagine university without them. Accessibility is not just about giving knowledge to everyone, it is about giving everyone that same opportunity and tools to excel  their greatest potential.

Ethical Challenges of EdTech

While educational technology is definitely the feutre and offers numerous advantages, it also raises some ethical concerns. Some potential challenges include:

• Privacy and Data Security: EdTech tools often collect vast amounts of data on students, including personal information, academic performance, and behavior. Ensuring that this data is securely stored and used responsibly is a major ethical concern.
• Equity and Access: While EdTech can enhance learning, it can also widen the gap between students who have access to technology and those who do not. Ensuring that all students have equal access to EdTech is crucial.
• Commercialization of Education: Some EdTech companies prioritize profit over student well-being, leading to concerns about the commercialization of education. It’s important to critically evaluate the motivations behind the tools being used.
• Digital Divide: The disparity between students who have access to reliable internet and technology and those who do not can lead to unequal learning opportunities. Addressing this divide is essential for ethical EdTech use.

This list was made by Joshua Hotchin, but I wanted to add it because I believe it perfectly embodies some of the main risk and ethical challenges that come along with EdTech. Educators must try to balance these concerns by choosing ethical edtech solutions, advocating for data privacy, and ensuring that technology enhances rather than hinders equitable learning experiences. There is no doubt the EdTech is being used and in the feutre of our learning experiences, but these factors will always be there. It is about how teachers and schools mitigate to what extent. 

Ethical Considerations in Digital Interactions

Engaging in digital interactions should be viewed the same as physical interactions and I believe that all interactions come with ethical responsibilities. Sometimes I feel like people forget that every message, post, tweet is another human being on the other side of that message and we should uphold respect, inclusivity, and integrity in online discussions. I really liked my teachers list of some strategies for ethical digital interactions:

• Respect and Civility: Just as in face-to-face interactions, it’s important to treat others with respect online. This includes avoiding cyberbullying, harassment, and negative behaviours.

• Privacy: Respecting the privacy of others in digital spaces is crucial. Be mindful of what personal information you share and consider the implications of sharing information about others without their consent.

• Digital Footprint: Everything you post online contributes to your digital footprint, which can have long-term implications for your reputation and opportunities. It’s important to think before you post and consider how your digital actions reflect on you.

• Academic Integrity: In educational settings, maintaining academic integrity is essential. This means avoiding plagiarism, properly citing sources, and being honest in your work.

This list was made by Joshua Hotchin. I think all of these points tie back into what I was saying before with how every interaction whether it be online or in person should be thought of the same. Whether It be with school and Academic integrity, Would you cheat on an in person final? Probably not. So why would you cheat on an online one? I could go down this whole list and give examples for each but I am sure you understand my point. I believe by treating digital interactions as physical ones, we can create safer, more inclusive online spaces for learning and collaboration.

Applying UDL and Accessibility Principles in Learning Environments

Reflecting on a past learning experience, I will recall an online university course Math 151. The course offered lecture recordings with captions, interactive discussion boards where students could find others. While these efforts supported diverse learners, there were still areas for improvement. For example, the course platform did not have full screen compatibility on the lecture videos, making reading some aspects challenging for not even visually impaired students. Additionally, there were no live discussions which could create some barriers for students with questions about course material.

Some improvements you could include:

• Implementing real-time Live class for live discussions and teaching rather then just videos to enhance accessibility students.
• Ensuring full screen-reader compatibility to support visually impaired learners and help general accessibility.
• Providing more individualized support options, such as one-on-one virtual office hours for students who need additional assistance, or verrios assignments or tests being restructured for students needs.

By integrating these changes, the course could have been improved therefore ensuring that all learners, regardless of ability, had a more equal opportunity to succeed.