Open pedagogies are the learning environment approach where freedom is maximized. Students learn through creation, collaboration, and engagement. Students often end up creating the learning information themselves. This approach manages to go beyond the method of constructivism; although it tasks the learners within to learn through constant new creation, or in other terms, experience, open pedagogies are not solely based on creations. It encourages students to actively participate in shaping their learning experiences and engaging with authentic, real-world contexts, which challenges the student’s openness to learning. I do not blame learning methods failed to define an approach to a learning environment, as an environment acts as the influencer in learning where it affects everyone within. The environment constructed by contributors such as instructors and students sets the tone of learning, while those learning methods are the cherry on top, operating within the environment. In the specific learning environment approach of open pedagogies, the method of constructivism fits the best, as there are plenty of alignments between these two.
As for its alignment with our chosen topic for the learning design assignment, it is little to none. The topic of AI requires more of an experiential learning or direct instruction approach to operating, as our main goal is for students to understand how to utilize AI in general and specific subjects such as health care, economics and literature. In short, experiential learning is learning through direct experience with the material; where the student do, connect, practice, and reflect during the experience. Direct instruction is where all the information is gathered from the teacher, which makes learning more uniform and immediate, such as lectures. However, as for my subtopic with literature, I challenge students to make unique creations with the help of AI. During the making of their creations, students will get more familiar with AI, as well as realize the downsides of AI. Although not completely, some aspects of an open pedagogies approach is utilized in my subtopic.
Hi Leo,
Thanks for your insightful descriptions about open pedagogies. It is true that open pedagogies are very powerful approaches that allow students learn through creation, collaboration and engagement. Open l pedagogies are mostly open and informal, including TED Talks, YouTube videos and so on. Learners can access to the online courses without time or space limitation. Learners can study and share their thoughts to the public and learn more new information through active engagement.
In addition, you think it is little relationship between the topic about AI and open pedagogies. Personally, I think it inspires us to explore this approach more in our learning design. For example, we can assign online discussion forum for students to discuss the benefits and shortcomings in AI application. The asynchronous discussions allow students to have more time to search supportive examples and then organize their expressions appropriately.
Hi Zili! Good overview of open pedagogy! Thank you for considering how to use this approach in your project! What resources did you use when crafting your blog?
Another significant benefit of moving to OERs is increased access to free high-quality educational resources. The savings enabled by OERs are significant. In Ontario alone, since March 1st, 2019, eCampusOntario has reported over $10 million in student savings due to the reduction of mandatory textbook fees through adopting OERs at all levels of education (eCampusOntario Open Library Portal, n.d.). Thousands of free instructional objects can be used with post-secondary students in some of the larger OER repositories: MERLOT, Project Gutenberg, ACT Academy, OER Commons, etc.
A few years ago, I was involved in open textbook creation. After the project was done, I filmed the following short video, interviewing the instructor and students about their take on the open textbook – https://youtu.be/nAcwq6MgQ-Q.