Month: October 2024

EDCI 339 Blog #4

On October 28, 2024

What is Open Pedagogy?

Open Pedagogy is a budding new teaching that emphasizes collaboration, transparency, and equal participation of teachers and students. It contrasts with the traditional mode, which is heavily dependent on one-way information provision, by being more learner-creating and knowledge-sharing. This allows students to feel more empowered and in control of their learning, in co-design rather than as passive recipients. The facilitative role of the educators supports students in making their contributions to collective knowledge. In such a collaborative model, both the students and educators represent one dynamic learning environment that adjusts for diversities and promotes inclusivity.

The Role and Impact of OER

Open Educational Resources also go in tandem with Open Pedagogy through free, openly licensable resources meant for teaching, learning, and research. The incorporation of OER into the course allows for instructors to move away from using very expensive textbooks, thus allowing for more affordability and personalization within the educative process, most especially to regions that are underserved. As Hegarty gives the insight, OER use encourages adoption of participatory technologies where students and educators share knowledge across diverse digital platforms afford a more democratic environment of learning. In my own learning experience, OER enhances accessibility to a wide range of resources that I can adapt to my needs, allowing for personalized and relevant educational experience. In the case of educators, flexibility in OER supports diverse learning needs and fosters innovative teaching strategies.

Global Trends in OER

OER is increasingly gaining traction across the world, with countries and institutions developing policies to support its usage. Other nations like Canada and New Zealand have integrated OER into their national education frameworks to ensure inclusivity and affordability (Hegarty, 2015). However, there are various issues where in some regions may have some sort of lack in technological infrastructures or simply resistance to pedagogical change. However, as digital literacy improves, and the full potentials of OER are better understood, the opportunities for wider-scale adoption continue to expand. A strong related trend seems to be embedding open educational resources into higher education institutional practices in a manner supportive of the values of inclusive, equitable access to quality education and fostering collaboration among educators worldwide.

Understanding Creative Commons Licensing

Licensing with Creative Commons is at the heart of things when it come to the ethical use and distribution of OER. These CC licenses outline ways in which creators can let others use their material with specification of permissions, including for reuse, adaptation, and redistribution, in a manner that adheres to their intention as creators. For example, the “CC BY-SA” license allows others to adapt and share material, provided they give credit to the original creator and also license their new creations under the exact terms. Knowledge of CC licenses also informs educator and student use of resources in responsible and lawful ways and engenders an ethical mindset toward sharing. An example of application in my work would be a CC BY-NC (Attribution-NonCommercial) license for educational projects, which enables other people, upon giving proper credit, to use my content for non-commercial educational purposes that enable it to reach a bigger audience while retaining control over its commercial use.

Attributes of Open Pedagogy

Beyond that, collaboration, transparency, and student-centered learning are just a few of the attributes of Open Pedagogy that are central to creating an inclusive participatory learning environment. For example, collaborative projects challenge students to work together in knowledge-building exercises. Transparency about educational goals and assessment demystifies learning, making it more accessible. It is also a student-centric approach when learners can suggest coursework or design assignments, thus putting students at the very center of action in their education. According to Hegarty, these attributes help create supportive, co-owned learning – inclusive and adaptive, while classrooms are found to be collaborative learning ecosystems. For Open Pedagogy and OER to be integrated into education thus makes it a collaborative journey to create equity and innovation in access to learning for all.

EDCI 339 Response 2

by jerryhu

On October 14, 2024

In Blog Post, EDCI 339, EDCI 339 Response Post

Hi Hannah,

Great blog posting! Very much enjoyed the theorization of pedagogy as being more than just knowledge transmission, but rather, pedagogy forms a place where the presence of the students is active. On learning, what really amazed me was the following: “I learn better with visual graphics and hands-on activities.” Really widens one’s-sdkl understanding of things. And thank you for flagging your view on Slack and Discord with respect to networked learning. It’s great that technology can make collaboration easier, especially with busy schedules, and provide a sense of support.

I loved how you explained constructivism and then related it to online discussion forums; a very good example of how to translate the theory into practice. Shared learning by sharing and discussing really enhances understanding. Lastly, your thoughts regarding the role of the instructor in the online course were just so to the point; surely, timely feedback and effective communication do make the students feel less lost. Great job in connecting theory with real experiences, and quite relatable!

Jerry

Response Post #1

by jerryhu

On October 14, 2024

In Blog Post, EDCI 339, EDCI 339 Response Post

Hi Dana,

I enjoyed reading your blog. You explained pedagogy so well and how different interactive teaching methods have influenced you positively. I really agree that when the teachers provide some sort of engagement to the students, like asking questions and creating discussions, it really helps students retain the information more. Your thoughts about networked pedagogy are spot on; technology definitely fits, enabling us to connect with a wider range of people and collaborate in ways not possible before.

I liked your analysis of the Social Learning Theory, since you use YouTube videos included in watching as a part of your learning process. This is a very good example of how we can utilize online tools as a means of trying to imitate certain behaviors so that our comprehension is enhanced. Your experiences with online instructors at UVic also emphasized the problem of teachers knowing online tools, which always supports students in their performance.

Overall, I find your post to be very considerate and well-rounded, and you have touched on all the key points nicely.

Well done!

Jerry

EDCI 339 Blog #3

by jerryhu

On October 14, 2024

In Blog Post, EDCI 339, EDCI 339 Blog Post #3

What is Universal Design for Learning (UDL)?

Universal Design for Learning aims to involve an explicit process of acerating an inclusive learning environment by realizing that students interact with, receive, and show their learning in very different ways. Flexibility in teaching methods and materials is all that UDL is about; hence, it allows educators to support all learners regardless of their unique learning needs. By providing multiple means of engagement, representation, and expression, UDL helps break down Navigator barriers that might shut out students with different abilities, preferences, or backgrounds. For example, in a brick-and-mortar classroom, this might involve providing diverse ways for students to show mastery-such as through written assignments, oral presentations, or creative projects. It can include closed captions for video elements in a digital classroom and the provision of course content in multiple formats, while adaptive tools allow choices to accommodate different learning styles. This makes a physical and digital classroom inclusive through the full expression of student potential with the use of UDL.

Ensuring Accessibility in Online Settings

Accessibility assurance is paramount in an increasingly digitized learning landscape. Accessibility for online learning can include elements such as captioned videos for hearing impaired students, screen readers for visually impaired students, and adaptive technologies for students with mobility issues. This includes using alternative text for images, ensuring keyboard navigability, and compatibility with assistive technologies that may help promote equity in access to digital resources. Clear structure, intuitive design, and easy-to-navigate platforms decrease cognitive load and enhance learning effectiveness for learners of all abilities. In my personal learning experiences, I notice that if online platforms are more accessible and adaptable to diverse needs, my interest in learning increases along with my comprehension of it. I try to make all course content available in multiple formats and allow students multiple ways to demonstrate their learning.

Ethical Challenges of EdTech

Of course, edtech holds great promise for improving student learning, but it also comes along with some big ethical concerns. Among them, privacy-protective policies play a leading role. Most of the edtech tools collect and store huge amounts of data about students, raising questions like: how exactly this data is used, who gets to access it, or whether it may get exploited. The other tremendous ethical challenge is equity. Others might not have such multiplicity of advanced technologies or means of access to the internet in their roles within edtech tools-as a matter of fact, the digital divide will be enormously enhanced. That means we, as educators, are also to balance these concerns carefully vet the tools we use, ensuring transparency with participants in data collection where appropriate, and advocate for equity in access to technology.

Ethical Considerations in Digital Interactions

Ethical behavior in digital life is very important, both in learning and social settings. In being a member of a digital community, one is supposed to make sure the interactions vertices especially behavioral annotate are respectful, inclusive, and constructive in nature. It means paying extra heed to how one is communicating, welcoming diversity in all perspectives, and avoiding cyberbullying or the spread of misinformation. In educational settings, this also means that interactions are accessible to all by being thoughtful with the language used, considering how materials are shared, and supporting the equal participation of all community members.

Applying UDL and Accessibility Principles

When reflecting on the past, strong and weak examples of UDL and accessibility have always formed part of my learning experiences. Learning environments that catered to flexibility and multiple means of engagement certainly motivated me a great deal and supported me more in my learning. In more rigid settings-which often allowed only one mode for learning or expression-I would often note the inability of a number of students to engage. To enhance these environments, I would suggest including more UDL-aligned strategies where there are options for demonstrating one’s understanding and all class materials are accessible for learners with disabilities.