Category: EDCI 339

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What is Open Pedagogy?

Open Pedagogy is an approach to education that emphasizes inclusion and participation. Rather than traditional educational approaches, in which instructors teach learners to be consumers, Open Pedagogy encourages students to become co-creators. This can promote collaboration, sharing resources, and using open resources to facilitate learning. Open pedagogy also uses and contributes to openly licensed materials to ensure accessibility. This is similar to Open education because it tries to remove financial and geographical barriers by making resources widely available. Educators can benefit by having the flexibility to include varying types of materials and having the option to co-create knowledge with their students. This makes learning a lot more appealing to both educators and learners. Open Pedagogy allows students to involve themselves in a more equitable learning environment through working with others and having a sense of autonomy in regards to their education. 

The Role and Impact of OER

Open Educational Resources (OER) are resources that make education more accessible and affordable for both students and instructors. These resources can take on many forms. This can include anything from textbooks and online journals to videos and quizzes. However, unlike traditional resources, these OER are both less expensive and provide more formatted options. This is because they can be changed to aid the learning needs of many different students. From my own experience, OER has been very helpful in my learning. Being able to access free textbooks, watching videos and lectures, and engaging in interactive quizzes and activities makes it more engaging and allows me to learn in the way I would like to. For example, I tend to enjoy visually learning through videos on YouTube or Khan Academy or quizzing myself through Quizlet rather than reading textbooks and completing course assignments. In whatever way an individual would like to learn, OER removes financial barriers and makes sure the cost of materials does not prevent students from obtaining an education, and they allow educators to tailor content to make it more inclusive and engaging for all. Besides affordability, OER can help create a more equitable environment by making these educational resources available, regardless of the learners background or geographical location.

Global Trends in OER

One global trend in OER is its increased adoption, as many countries recognize the benefits of reduced costs and greater accessibility to quality education. This was especially important during the pandemic, as millions of students could not attend schools and universities due to health restrictions, resulting in the global adoption of OER (Huang et al., 2020). Although the widespread application of these resources provided students with an education, several challenges came about, such as:

• Limited preparation time: Instructors and schools had difficulty adapting to online learning with little time, as many schools had not adequately prepared or improved their online learning experience.
• Instructor/learner isolation: Many instructors and learners felt alone due to the lack of face-to-face or blended learning.
• Need for pedagogical approaches: Effective approaches are needed to ensure learners are engaged and motivated.

Other global trends include policy development, collaboration, and Inclusive initiatives. Policy development is where governments and learning institutions developed policies that advocate for the importance of OER and accessibility in education. For example, a study in Botswana, Cameroon, and Sri Lanka highlighted a collaborative approach where many policymakers created OER guidelines to improve access to learning materials. They ensured that OER policies were personalized to the educational needs of each region (Abeywardena et al., 2018). Collaboration is important for the sharing and the creation of resources where many can exchange knowledge globally. Inclusivity can help mitigate barriers, making learning accessible and addressing the needs of learners.

Understanding Creative Commons Licensing

Creative Commons licensing is important for students and educators who want to use or create OER. Understanding these licenses ensures that resources are used ethically and legally. It is a system that lets creators share their work and makes it easier for others to contribute to and use it while still giving credit to the original creator. For example, I might apply Creative Commons Licenses by using licensed images and videos in projects to ensure legal use or sharing study materials under a license, allowing others to use and modify them with proper credit. Applying Creative Commons Licenses helps make education more collaborative, accessible, and ethical. 

Attributes of Open Pedagogy

The key attributes of Open Pedagogy are collaboration, transparency, and student-centered learning. These attributes help create a more inclusive educational environment. One way to implement these ideas is through student-driven projects. In these projects, students contribute to creating study materials that can be shared with future students (Petersen & Hobye, 2020). Collaboration can be implemented through assignments such as group discussions, peer reviews, and projects to improve learning materials. Transparency can help students understand the learning process, which can help make them feel more engaged. These attributes make education more participatory and accessible. This allows students to contribute to and understand their learning in a more beneficial way. 

Key Terms

• Face-To-Face Learning: “Traditional classroom-based learning where students and teachers meet in person.”
• Blended Learning: “A mix of face-to-face and online learning. For example, students might attend some classes in person and complete other parts of the course online.”
• Open Education: “refers to educational practices and resources that are freely available to everyone.”

References

Abeywardena, I. S., Karunanayaka, S. P., Nkwenti, M. N., & Tladi, L. (2018). A collaborative approach to OER policy and guidelines development in the Commonwealth: The case of Botswana, Cameroon, and Sri Lanka – International review of research in open and distributed learning. Érudit. https://www.erudit.org/en/journals/irrodl/2018-v19-n2-irrodl03962/1051242ar/

Huang, R., Liu, D., Tlili, A., Knyazeva, S., Chang, T. W., Zhang, X., Burgos, D., Jemni, M., Zhang, M., Zhuang, R., & Holotescu, C. (2020). Guidance on Open Educational Practices during School Closures: Utilizing OER under COVID-19 Pandemic in line with UNESCO OER Recommendation. Beijing: Smart Learning Institute of Beijing Normal University

Pedersen, S., & Hobye, M. (2020). Implications of assessing student-driven projects: A case study of possible challenges and an argument for reflexivity. MDPI. https://www.mdpi.com/2227-7102/10/1/19

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What is Universal Design for Learning (UDL)?

Universal Design for Learning (UDL) is an educational framework that intends to make learning more accessible and effective for all different types of students, considering their abilities and learning styles. The UDL does not approach learning with a universal idea that all education should follow. Instead, it suggests the use of flexible teaching methods and materials that can be changed to meet the needs of students sufficiently. According to the framework, UDL focuses on three main principles: 

• Multiple Means of Engagement: Providing different ways to motivate and engage students.
• Multiple Means of Representation: Offering various ways to present information and content.
• Multiple Means of Action and Expression: Allowing students different ways to demonstrate what they have learned.

I see UDL as a way to make learning more inclusive and flexible, specifically for learners with disabilities and those who struggle with traditional methods. In physical classrooms, applying UDL may mean allowing students to choose between different assignment formats and offering various tools to increase engagement, such as Kahoot or lectures on a smart board. In digital spaces, applying UDL may mean incorporating captioned videos, allowing flexibility in assignment formats, and using interactive tools such as quizzes or games to keep students engaged. 

Ensuring Accessibility in Online Settings

One of the most difficult challenges in online education is making sure all students have accessibility, especially those with disabilities or a hard time navigating online material. Some key accessibility strategies could include:

• User-Friendly Navigation: Course platforms should be straightforward and easy to navigate so students do not waste time or struggle to complete assignments due to poor design. 
• Captioning Videos and Media: It is helpful for videos to have captions and for images to include descriptive text to ensure students with auditory disabilities can engage with the material. 
• Ensuring Platform Compatibility: Digital learning platforms should be able to be accessed using various devices. 
• Providing Alternative Formats: Making sure course materials can be accessed in different formats such as PDF’s, lecture videos, and slides. 
• Keyboard Navigation and Alt Text: According to Ngubane-Mokiwa (2016) enabling keyboard navigation helps learners with visual impairments by allowing them to navigate digital content more easily using keyboard shortcuts. Additionally, providing descriptive alt text for images ensures that visually impaired students can access important visual information through screen readers, enhancing overall accessibility.

From my own experience, I have had moments where accessibility features made learning a lot more beneficial. For example, I once took an online course where the instructor provided a transcript alongside the lecture videos. This was helpful when I needed to reference something quickly or had no time to rewatch an entire lecture. 

Ethical Challenges of EdTech

EdTech has revolutionized learning but, at the same time, raised various ethical concerns. The most significant issues revolve around privacy, data security, and access. Many EdTech platforms can collect large amounts of student data, sometimes without clear transparency. This raises significant ethical questions about privacy and data security, such as who owns this data? Or how is this data used? Another point is that not all students have access to technology. While some learners may have personal laptops or other devices, others may have unreliable means of securing devices that can access EdTech.

Additionally, many EdTech companies charge fees, including reducing ads and paid subscriptions. This raises concerns about whether these platforms’ primary goal is to provide a space to increase educational pursuits or simply to make money. To address these issues, educators should prioritize platforms that value student privacy, advocate for open-access resources, and ensure that EdTech learning does not leave certain students behind. 

This article by Regan & Jesse (2018) looks into the ethical challenges of EdTech, exploring how big data and personalized learning impact student privacy, equity, and the way we approach digital education.

Applying UDL and Accessibility Principles

Digital spaces come with their own ethical challenges, especially in educational settings. Some of the key aspects to consider include:

• Respect: Just like in face-to-face settings, respectful communication is important. This means avoiding harassment, cyberbullying, or purposeful negative interactions. 
• Privacy Awareness: Being mindful of what is being shared online and respecting the privacy of others, especially in open discussion forums and collaborative projects. 
• Digital footprint: Anything and everything an individual posts online contributes to their digital identity, which can lead to both negative and positive long-term consequences.
• Academic Integrity: Online learning presents more opportunities to neglect proper academic behaviour. Dishonesty, plagiarism, and the use of artificial intelligence become more appealing as you are not required to complete work in a traditional classroom setting. Therefore, it is essential to maintain integrity and submit original work. 

In my experience, one of the most significant lessons in ethical digital interactions has been understanding my digital footprint. When I was younger, I did not think much about how my online interactions could affect my professional or academic future, but over time, I have learned to be more intentional about how I communicate, what I post, and how I engage in digital spaces. 

Applying UDL and Accessibility Principles

Reflecting on my learning experiences, I realize that some courses have done a great job incorporating UDL principles and accessibility, whereas others have struggled. One example that stood out to me was a course where the professor allowed students to submit their projects in different formats. This flexibility helped students with varying strengths and comfortability levels as some would prefer to write an essay rather than present in front of the class.

On the other hand, I have also been in online courses where accessibility was difficult. In one class, the course readings were primarily PDFs the professor posted on Brightspace, but they were often posted sideways, which made them incompatible with screen readers. This may have made it hard for students with visual impairments. A simple fix would have been ensuring that the materials were formatted correctly and tested for accessibility. 

Moving forward, I think that universities and educators should conduct regular accessibility checks for their courses and gather feedback from students about what works well and what does not. Having an instructor who is responsive and available also provides students with the opportunity to voice their accessibility concerns, allowing for timely solutions and adjustments.

References

Boysen, G. A. (2024). A critical analysis of the research evidence behind CAST’s universal design for learning guidelines. SageJournals. https://doi.org/10.1177/14782103241255428

Ngubane-Mokiwa, S. A. (2016). Accessibility strategies for making MOOCs for people with visual impairments: A Universal Design for Learning (UDL) perspective. Academia. https://d1wqtxts1xzle7.cloudfront.net/76363189/PDF_201-libre.pdf?1639663635=&response-content-disposition=inline%3B+filename%3DAccessibility_Strategies_for_Making_MOOC.pdf&Expires=1740009404&Signature=M3W14w1n4ZrHjGIEtvEVsiQdpCxBRZPxSAhwoFxsH4QM9htSOzTWuwRsP8uqY2RJ8JeEO3cJowHOO02Yl38EOnBXTCcNU82pplMaCZWg9m~ouChxfsoAdax6tGshp6Feedxfp6ie~2HuhYnVMTcIXixVyWyj5poSTBOmwAqJluPWzWc~z5r3WaarSi5RChW4e18abF13hkbyg9GpQvtpDDMUMoKU31HxF1UaeSCVPmnUi-pcQ7cRXX~ATTu-MHXgmc1DlhLIfWu1TYKxjXrjf9Ha1zYv2n3zIYTGGNgjFg2c~GINEWcC7pc-PxfzIfDb-18drmnC4LtAUUoLx82aRQ__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA

Regan, P. M., & Jesse, J. (2018). Ethical challenges of edtech, big data and personalized learning: Twenty-first century student sorting and tracking. SpringerLink. https://link.springer.com/article/10.1007/s10676-018-9492-2

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What Does Pedagogy Mean to You? 

Pedagogy represents the art and science of teaching. It is derived from the latin term ‘paidagōgeō’ which translates to ‘child instruction’ (Shah, 2020). It encompasses how knowledge is not just delivered but how it is made meaningful. It is more than the content being taught; the various approaches and strategies make learning content more engaging and, in turn, profoundly impact the learner. As a learner, I have noticed that interactive methods stick with me more than lectures alone. Classes that include discussions and practical applications are much more beneficial, as you can learn from others and make mistakes while having someone present to aid or correct them. This reflection shapes how I envision future teaching practices. This can result in the creation of environments where learners feel actively involved. For instance, incorporating multimedia tools and collaborative projects would reflect my belief in making learning effective and learner-focused. 

Article on conceptualizing and defining pedagogy

Networked Pedagogy in Action: 

Network pedagogy is essential. It allows learners to connect across diverse spaces and influences collaboration through technology. In my own learning experience, platforms like discussion forums and group chats have significantly enhanced my success in learning. For example, I have participated in group chats in multiple psychology courses where individuals can seek help. This has been very beneficial, especially when other students share resources or explain more complex concepts comprehensively. Technology, whether it is Zoom for real-time collaboration or forum posts for sharing ideas, fosters these connections by breaking down the effects of geographical barriers and enabling learners to have an abundance of information and ideas. This interconnectedness enhances my learning by giving me access to various perspectives and encouraging reflection and participation. Below, I have included a list of accessible and helpful online platforms and apps that can aid in your learning experience!

• Zoom: This is a great app that fosters real-time collaboration!
• Reddit: This app can aid in essentially anything, from recommendations to helpful forums on specific topics.
• Discord: This is a useful app to communicate either vocally or through group discussions.
• Whats app: This app is very similar to your built-in messaging app on your cell phone, but it has enhanced privacy settings and allows you to contact various other devices.

Learning Theories in Practice:

Constructivism resonates with me because it emphasizes learning as an active, self-directed approach where individuals can build their understanding through experiences (Mascolo, 2009). This theory can be applied in an online learning setting through problem-based learning or collaboration with other learners. For example, a course could include group projects where students collectively discuss solutions to real-world problems or case studies. The approach aligns with my preference for hands-on learning, as it encourages critical thinking and teamwork while making the content more relevant and engaging. Constructivism also challenges me to reflect on what I have learned rather than just memorizing information but truly internalizing it.

The Role of the Instructor:

An effective online instructor must be well-informed about the subject they are teaching and be a motivator, guide, and active communicator. Qualities such as empathy, adaptability, and digital literacy are essential. (Click here for my last blog post where I covered digital literacy!) In my experience, instructors who provide timely feedback and respond quickly to questions or concerns have left a more favourable impression. For example, one instructor used videos and discussion post updates to summarize essential concepts and address student concerns. This created a sense of connection that is often hard to foster in online courses. On the other hand, some professors I have had do not provide many updates and have their whole course pre-determined, often ignoring concerns. This has resulted in a lack of engagement and can make the course feel disconnected and uninspiring. 

Exploring Digital Spaces:

Digital spaces offer flexibility and accessibility in learning, allowing individuals to engage with materials and peers anytime and in different geographical regions. However, these spaces also have challenges like distractions and staying active to maintain relationships. One benefit I have experienced is the ability to access various resources, such as articles from online libraries, peer discussions, and textbooks. In social contexts, staying in contact with other students and discussing ways to improve is super beneficial. On the other hand, a quick message may turn into hours of scrolling, decreasing productivity. In the learning context, finding sources that have no subscriptions or privacy barriers can be challenging. To contribute positively to digital communities, I try to be active and intentional with my interactions, focusing on contributing rather than just being involved. 

References

Mascolo, M. F. (2009). Beyond student-centered and teacher-centered pedagogy: Teaching and learning as guided participation. Merrimack ScholarWorks. https://scholarworks.merrimack.edu/phs/vol1/iss1/6/

Shah, R. K. (2020). Conceptualizing and Defining Pedagogy. Tamil Nadu Teachers Education University. https://www.tnteu.ac.in/pdf/library/PEDAGOGY/04.%20Conceptualizing%20and%20Defining%20Pedagogy.%20Autor%20Dr.%20Rajendra%20Kumar%20Shah.pdf

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Self Introduction 

Hi everyone, my name is Matthew Johnson, and I am currently completing a Bachelor of Arts degree in Psychology. I am in my fourth year, and this spring semester marks my final term before graduation! Throughout my time at university, I have gained an interest in understanding human behaviour and mental processes, particularly in developmental and clinical psychology. After graduation, I hope to complete a master’s in clinical counselling to help youth and couples overcome conflicts or individual problems. 

Outside of academics, an experience that has influenced my educational journey has been my role as a peer support worker. It introduced me to the importance of collaboration and support in learning environments. It is also where I discovered how rewarding it can be to help others navigate their educational challenges. I am excited to connect with all of you in this course and to learn from your unique perspectives and experiences.

What is Distributed Education?

My understanding of distributed education is that it includes a learning model that is more flexible than traditional learning models. Instead of students being confined to a specific location and meeting frequently in a classroom, distributed education can be accessed from different locations using technology for online lessons, participation, and even asynchronous learning. This approach allows students to learn despite specific circumstances limiting their availability to attend traditional classes. 

What is Open Education?

Open education can contribute to a more inclusive and equitable learning environment by allowing individuals to access educational practices and resources freely. By including accessible online textbooks, courses, and other learning materials without cost, it can remove barriers such as cost, location, and specific meeting times or deadlines. Furthermore, it can widely share information, creating a practice that allows anyone to learn and further enhance their academic pursuits. 

Modes of Learning  

According to the course website, there are many different modes of learning. Those listed include face-to-face learning, defined as “traditional classroom-based learning where students and teachers meet in person”; online learning, described as “learning that happens over the internet”; blended learning, defined as “a mix of face-to-face and online learning”; and hybrid learning, which is “similar to blended learning but typically with more flexibility, allowing students to choose between attending in person or online.”

My preferred mode of learning would be hybrid learning. This mode is preferable to me because it offers flexibility while also maintaining a schedule. It allows me to have the immersive experience of in-person learning with the option of moving online if a particular time does not work. This learning mode influences my engagement and success by allowing me to change my learning environment depending on the day. For example, when I feel tired or unwell, I can participate online and control the pace at which I learn. On other days, when I feel more social and energized, I can attend in-person lectures to benefit from face-to-face discussions. 

Digital Literacy

My understanding of digital literacy is an individual’s ability to effectively use digital tools and technologies. This is significantly important in open and distributed learning settings for various reasons. Distributed education relies on technology to connect learners from different locations online. Therefore, without digital literacy, students may struggle to access, navigate, and engage with the course, restricting their ability to participate or complete work effectively. Similarly, open education uses online learning material that students can access freely. This requires learners to locate and utilize these resources independently. 

For example, in a distributed learning course, an individual may need to reach out and collaborate with classmates. To collaborate effectively, they may need to use video calls and shared documents. Digital literacy skills can allow an individual to troubleshoot technical issues, communicate effectively, and contribute to the course in meaningful ways. Similarly, in open education settings, digital literacy skills can come in handy when trying to access textbooks or online courses to supplement learning. 

Digital Identity

My digital identity is how I present myself online. This is representative of my online interactions, social media profiles, and academic contributions. It illustrates how I am and want to be perceived online. On personal social media platforms like Instagram or TikTok, I only share information that aligns with the image I wish to project. With the use of privacy settings, I limit visibility to mutual followers. When communicating, it is almost always through direct messages to remain selective about what I share publicly. 

My digital identity is more curated and intentional in my academic and professional life. On educational forums, I focus on sharing information and contributing to discussions that are relevant to my field. Networking through messaging apps also helps me to connect and schedule meetings with current and new clients. This allows me to build relationships and further my career.