Open Teaching: Difference between revisions
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Also used in the competing sense: '''= courses that allow external access and participation by non-registered students'''. See: [[Open Lessons]] | Also used in the competing sense: '''= courses that allow external access and participation by non-registered students'''. See: [[Open Lessons]] | ||
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=Description= | =Description= | ||
" | A working definition by Alec Couros: | ||
"Open teaching is described as the facilitation of learning experiences that are open, transparent, collaborative, and social. Open teachers are advocates of a free and open knowledge society, and support their students in the critical consumption, production, connection, and synthesis of knowledge through the shared development of learning networks. | |||
Typical activities of open teachers may include some or all of the following: | |||
* Advocacy and use of free and/or open source tools and software wherever possible and beneficial to student learning; | |||
* Integration of free and open content and media in teaching and learning; | |||
* Promotion of copyleft content licenses for student content production/publication/dissemination; | |||
* Facilitation of student understanding regarding copyright law (e.g., fair use/fair dealing, copyleft/copyright); | |||
* Facilitation and distributed scaffolding of student personal learning networks for collaborative and sustained learning; | |||
* Development of learning environments that are reflective, responsive, student-centred, and that incorporate a diverse array of instructional and learning strategies; | |||
* Modeling of openness, transparency, connectedness, and responsible copyright/copyleft use and licensing; and, | |||
* Advocacy for the participation and development of collaborative gift cultures in education and society." | |||
(http://educationaltechnology.ca/couros/1335) | |||
= | =Discussion= | ||
Alec Couros: | |||
"Through the guiding principles of open teaching, students are able to gain requisite skills, self-efficacy, and knowledge as they develop their own personal learning networks (PLNs). Educators guide the process using their own PLNs, with a variety of teaching/learning experiences, and via (distributed) scaffolding. Knowledge is negotiated, managed, and exchanged. A gift economy may be developed through the paying-forward of interactions and meaningful collaborations. | |||
In the digital and rich-media environment, educators may also take on different roles, metaphors that extend beyond “sage on the stage”, “guide on the side”, etc. The “network sherpa” (source?) may be a suitable metaphor to describe these pedagogical processes. | |||
This metaphor projects the role of teacher as one who “knows the terrain”, helps to guide students around obstacles, but who is also led by student interests, objectives, and knowledge. The terrain in this case consists of the development of media literacy (critique & awareness), social networks (connections), and connected/connective knowledge. | |||
As with any models/images/diagrams/metaphors there are always limitations and (outright) flaws. Yet, I present these three pieces (i.e., working definition of open teaching, thinning the walls, network sherpa) in hope that it will lead us to a discussion on some of the perceived changes in teaching & learning in the wider scope of education" | |||
(http://educationaltechnology.ca/couros/1335) | |||
Revision as of 10:31, 23 February 2009
Also used in the competing sense: = courses that allow external access and participation by non-registered students. See: Open Lessons
Description
A working definition by Alec Couros:
"Open teaching is described as the facilitation of learning experiences that are open, transparent, collaborative, and social. Open teachers are advocates of a free and open knowledge society, and support their students in the critical consumption, production, connection, and synthesis of knowledge through the shared development of learning networks.
Typical activities of open teachers may include some or all of the following:
- Advocacy and use of free and/or open source tools and software wherever possible and beneficial to student learning;
- Integration of free and open content and media in teaching and learning;
- Promotion of copyleft content licenses for student content production/publication/dissemination;
- Facilitation of student understanding regarding copyright law (e.g., fair use/fair dealing, copyleft/copyright);
- Facilitation and distributed scaffolding of student personal learning networks for collaborative and sustained learning;
- Development of learning environments that are reflective, responsive, student-centred, and that incorporate a diverse array of instructional and learning strategies;
- Modeling of openness, transparency, connectedness, and responsible copyright/copyleft use and licensing; and,
- Advocacy for the participation and development of collaborative gift cultures in education and society."
(http://educationaltechnology.ca/couros/1335)
Discussion
Alec Couros:
"Through the guiding principles of open teaching, students are able to gain requisite skills, self-efficacy, and knowledge as they develop their own personal learning networks (PLNs). Educators guide the process using their own PLNs, with a variety of teaching/learning experiences, and via (distributed) scaffolding. Knowledge is negotiated, managed, and exchanged. A gift economy may be developed through the paying-forward of interactions and meaningful collaborations.
In the digital and rich-media environment, educators may also take on different roles, metaphors that extend beyond “sage on the stage”, “guide on the side”, etc. The “network sherpa” (source?) may be a suitable metaphor to describe these pedagogical processes.
This metaphor projects the role of teacher as one who “knows the terrain”, helps to guide students around obstacles, but who is also led by student interests, objectives, and knowledge. The terrain in this case consists of the development of media literacy (critique & awareness), social networks (connections), and connected/connective knowledge.
As with any models/images/diagrams/metaphors there are always limitations and (outright) flaws. Yet, I present these three pieces (i.e., working definition of open teaching, thinning the walls, network sherpa) in hope that it will lead us to a discussion on some of the perceived changes in teaching & learning in the wider scope of education" (http://educationaltechnology.ca/couros/1335)