Blog Post #4

Below I have attached a table composed of some of the key concepts that will explored in this blog post!

Key Term	Definition	Source
Open Pedagogy	An educational approach that encourages students to actively contribute to their learning environment through collaboration and co-creation.	Cronin (2017), Bali (2020)
Student Collaboration	Working together in the learning environment, enhancing community and empowering learners for improved outcomes.	DeRosa & Jhangiani (2017)
OER (Open Educational Resources)	Freely accessible learning materials that promote accessibility, equity, and cost savings, especially in higher education.	Hilton (2016), University of Waterloo (n.d.)
Global Trends in OER	Increasing worldwide adoption of OER, focusing on inclusivity and cultural relevance while addressing quality control challenges.	Wiley (2019), MIT OpenCourseWare (n.d.)
Creative Commons Licensing	A legal framework enabling ethical sharing of educational resources, with various licenses determining usage rights.	Creative Commons (n.d.)
Collaboration in Learning	Involves group projects or co-creation activities, fostering a sense of community and knowledge-building.	Notion for Teachers (n.d.)
Transparency in Education	Clear communication of expectations, grading, and assignment purposes to enhance student motivation and engagement.	Haynes (2023)
Student-Centered Learning	An approach that values student input and encourages active participation, making learning more meaningful and engaging.	Haynes (2023)
Accessibility in Education	Removing financial and other barriers to learning materials, enhancing access for all students.	Hilton (2016), University of Waterloo (n.d.)
Equity in Education	Ensuring fair access to learning resources regardless of economic or geographic status, promoted through OER.	University of Waterloo (n.d.)
Cultural Relevance	Adapting educational content to meet diverse needs globally, supporting inclusivity in learning materials.	Wiley (2019)

Empowering Learners through Open Pedagogy: Fostering collaboration, Agency, and Co-Creation in Education

This Youtube Video gives a brief explanation of what Open Pedagogy is. This is a helpful resource because we will be starting our discussion on Open Pedagogy and how this fosters collaboration in the learning environment so it is essential that our definitions of Open Pedagogy are consistent.

Cronin (2017) discusses Open Pedagogy and its roots in promoting student collaboration and co-creation. This builds upon my understanding of Open Pedagogy, as I have previously viewed it as an educational approach that allows students to become active contributors to their learning environment. Furthermore, this aligns with what was discussed in the lecture, where the emphasis was on students being more than just “passive recipients” of information (Bali, 2020). This can differ from traditional teaching methods because it gives the student more personal agency. Open Pedagogy encourages learners to critique and contribute to classroom content rather than simply observing and memorizing. This approach can empower students and educators to create and share knowledge by encouraging collaboration between them and within the learning community. This can be observed and manifested through projects and the co-creation of learning materials. Collaboration in this environment builds a sense of community among learners and empowers them, leading to better learning outcomes (DeRosa & Jhangiani, 2017).

(Notion for Teachers, n.d.) I chose this visual because I felt that it accurately represented a group of diverse students working collaboratively together on a project or co-creating a digital resource.

Transforming Education through OER and how this Enhances Accessibility, Equity and Cost Savings in Learning Materials

OER can transform the educational landscape by providing free access to a wide range of learning materials, opening doors for individuals who might otherwise face barriers. Traditional learning environments are often associated with costly materials; however, embracing OER removes such financial barriers, promoting equity in the learning environment (Hilton, 2016). Within my own learning, OER has been beneficial, providing access to resources that would have otherwise been prohibitive and enabling a more personalized and enriched learning experience. OER has provided cost savings, as traditional textbooks are expensive and can sometimes create barriers to accessing material (University of Waterloo, n.d.). This is especially valuable in post-secondary education, where costs continue to rise, making educational materials more equitable and accessible.

Global Expansion and Challenges of OER: Advancing Quality Control in Education

According to Wiley (2019), global trends in OER demonstrate that its use is expanding globally as educators, governments, and institutions increasingly recognize the advantages of freely accessible educational materials. One impactful trend is the focus on inclusivity, with OER initiatives aiming to develop inclusive and culturally relevant materials. This is crucial as it ensures that educational content meets the diverse needs of learners worldwide (Wiley, 2019). Additionally, the launch of MIT’s OpenCourseWare project in 2001 marked the beginning of the OER movement, with 1,800 materials made available for free use and repurposing online, focusing on more accessible higher education (MIT OpenCourseWare, n.d.). However, implementing OER globally presents challenges, such as quality control and curation of materials. Ensuring all accessible materials are high quality and relevant is essential for credibility and effectiveness. Establishing effective peer-review mechanisms is crucial for maintaining the credibility of these resources. Additionally, sustainability and funding are issues for developing and maintaining high-quality OER. Integrating OER into existing systems may also create challenges, as instructors may need support to adapt to new curricula, which may encounter initial resistance due to quality concerns (University of Waterloo, n.d.).

Listen in Here as Ann Taylor shares ways to offer accessible and affordable learning through open educational resources (OERs)

Or click the download button to view full transcript of the podcast

Understanding the Role of Creative Commons Licensing in OER: Ensuring Legal, Ethical , and collaborative Sharing of Educational Resources

Creative Commons licensing is another essential topic in OER, as it provides a standardized, legally sound way for creators to grant others permission to use their copyrighted works (Creative Commons, n.d.). This is critical for implementing OER, as it ensures that the rights of original authors are respected. Various Creative Commons licenses range in permissiveness; for example, Attribution (CC BY) is the most permissive license, allowing sharing, adaptation, and distribution of materials, while Attribution-Noncommercial-NoDerivatives (CC BY-NC-ND) is the most restrictive, preventing modifications or commercial use (Creative Commons, n.d.). Creative Commons licenses facilitate equitable and enjoyable learning environments by offering a legal framework for sharing and adapting educational materials. Once these licenses are understood, users can use and share educational resources responsibly. This video can help explain these Licenses:

Understanding licensing allows creators and users to make informed choices that align with legal and ethical standards. For example, I could use a resource with a CC BY license, which allows for adaptation and modification while crediting the original author. Understanding the different forms of permits is essential to fostering a collaborative environment that promotes the ethical distribution of content.

Below I have attached a diagram that lists the different types of Creative Commons licenses for visualization purposes.

Attributes of Open Pedagogy: Fostering Collaboration, Transparency, and Student-Centered Learning for an Inclusive Classroom

Implementing the critical attributes of Open Pedagogy into my educational practices could involve designing projects encouraging students to work together. For instance, students could collaboratively develop OER resources or participate in online discussions; such group activities foster community and collective knowledge-building. Transparency is another critical attribute of Open Pedagogy that I would like to incorporate into my learning environment. In this context, transparency involves clearly communicating expectations, grading criteria, and the purpose behind assignments. This clarity helps students understand the objective behind activities, fostering motivation (Haynes, 2023). Furthermore, student-centered learning, an additional component of Open Pedagogy, can make learning more meaningful and engage student interest. I could implement student-centered learning by providing flexible assignment options and inviting students to propose their project ideas. These Open Pedagogy attributes contribute to a more inclusive learning environment by valuing student input and encouraging students to be active participants in the learning environment rather than passive information recipients (Haynes, 2023).

References

Bali, M., Cronin, C., & Jhangiani, R. (2020). Open at the margins: Critical perspectives on open education. Rebus Community. https://press.rebus.community/openatthemargins/

Blessinger, P. (n.d.). Making sense of open pedagogy. LinkedIn. Retrieved [insert date you accessed the article here], from https://www.linkedin.com/pulse/making-sense-pedagogy-patrick-blessinger-ed-d-

Creative Commons: Creative Commons. (n.d.). About the licenses. Retrieved from https://creativecommons.org/about/cclicenses/

Cronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in higher education. The International Review of Research in Open and Distributed Learning, 18(5), 15–34. https://doi.org/10.19173/irrodl.v18i5.3096

DeRosa, R., & Jhangiani, R. S. (2017). Open pedagogy. In R. S. Jhangiani & R. Biswas-Diener (Eds.), Open: The philosophy and practices that are revolutionizing education and science (pp. 115–125). Ubiquity Press. https://doi.org/10.5334/bbc.i

FasterCapital. (n.d.). Creative Commons: Harnessing the power of open licensing. FasterCapital. https://fastercapital.com/content/Creative-Commons–Harnessing-the-Power-of-Open-Licensing.html

Hilton, J. L. (2016). Open educational resources and college textbook choices: A review of research on efficacy and perceptions. Educational Technology Research and Development, 64(4), 573–590. https://doi.org/10.1007/s11423-016-9434-9

IEN Enstitü. (n.d.). Interactive learning: An exciting way of learning. IEN Enstitü. https://www.iienstitu.com/en/blog/interactive-learning-an-exciting-way-of-learning

Institute of Education Sciences. (n.d.). Collaborative approaches to education improvement in rural schools: A blog post.U.S. Department of Education. https://ies.ed.gov/ncee/rel/Products/Region/appalachia/Blog/-89762

MIT OpenCourseWare. (n.d.). MIT OpenCourseWare. Massachusetts Institute of Technology. https://ocw.mit.edu

Notion for Teachers. (n.d.). How to implement tech-enabled collaborative learning: A guide. Notion for Teachers. https://www.notion4teachers.com/blog/how-to-implement-tech-enabled-collaborative-learning-guide

Paul Haynes (2023) Student-centred theory building: pedagogical collaboration after Mark Fisher, Journal of Marketing Management, 39:1-2, 134-148, DOI: 10.1080/0267257X.2022.2105935

ResearchGate. (n.d.). World maps with the distribution of the education dimension indicators. ResearchGate. https://www.researchgate.net/figure/World-maps-with-the-distribution-of-the-education-dimension-indicators-a-Distribution_fig1_331693334

University of Waterloo. (n.d.). Synchronous and asynchronous online learning | Keep learning. https://uwaterloo.ca/keep-learningWiley, D. (2019). The open education movement. Open Education Group.https://openedgroup.org