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Introduction to Open Pedagogy

Robin DeRosa
February 20, 2019

Introduction to Open Pedagogy

Slides from a webinar by Robin DeRosa & Rajiv Jhangiani, prepared for the Open Pedagogy Webinar Series, produced by the Open Education Consortium and the State University of New York.

Robin DeRosa

February 20, 2019

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  1. • 56% of students pay more than $300 per semester

    & 20% of students pay more than $500 per semester (FL Virtual Campus 2016) • Students worry more about paying for books than they worry about paying for college. (NEEBO)
  2. “students who use OER perform significantly better on the course

    throughput rate than their peers who use traditional textbooks, in both face-to-face and online courses that use OER.” (2016) Throughput Rate an aggregate of: drops, withdrawals, C or better rates.
  3. “There was a one-third reduction in the DFW rate among

    minority and Pell-eligible students in courses which switched to OER.” Eddie Watson, 2018 U of Georgia
  4. The 5 R’s of OER • Retain • Reuse •

    Remix • Revise • Redistribute Gratis/Libre This work is licensed under a Creative Commons Attribution 4.0 International License.
  5. Education thus becomes the act of depositing, in which the

    students are the depositories and the teacher is the depositor. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Paulo Freire, 1970, Pedagogy of the Oppressed
  6. Deeper learning (Farzan & Kraut, 2013) Evaluate and defend credibility

    of sources (Marentette, 2014) Write more concisely and think more critically (Farzan & Kraut, 2013) Collaborate with students from around the world (Karney, 2012) Provide and receive constructive feedback (Ibrahim, 2012) Enhance digital literacy (Silton, 2012) Communicate ideas to a general audience (APS, 2013)
  7. Domain of One’s Own • drag ’n drop → design

    • consumer → creator • data mining → data control • audience of 1 → public impact • course’s work→ student’s work • broadcast web→ synergic web • ePortfolio → ePort
  8. Non-traditional pedagogical approaches to learning spark a fire in students

    who are sick of typical classroom structure. You probably know what kind of structure I’m talking about – memorizing vocab words to do well on weekly quizzes, submitting assignments to Moodle that disappear when you graduate, meaningless engagement with the work we produce. It really makes university kind of drag. We want to be doing work that’s relevant to us. Becca Roberts