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Wednesday, May 13 • 2:05pm - 2:35pm
Open Education Practices and Pedagogy

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        Open Educational Practices (OEP) are emerging as the next step in the OER movement (Ehlers, 2011; Karunanayaka, Naidu, Rajendra, & Ratnayake, 2015).  As OER gains traction, there is a shift in focus from OER as an educational resource to a focus on OEP (Ehlers, 2011).  OEP are a set of activities that center around “the creation, use and repurposing of Open Educational Resources (OERs)” (Ehlers, 2010, p. 2). These activities and resources are not only to be created and curated by instructors, but students are encouraged to be involved in the process, to become co-creators in their own learning (Hegarty, 2015).  With open licenses that allow for adaptation and revision, educators no longer need be the sole provider of curating and producing resources. Students themselves can become part of the production process with their peers (Masterman, 2016).
As students are brought into an open pedagogical model, there is a shift in the traditional roles between students and teachers. Traditionally, teachers would be seen as a source of knowledge while the students are the receptacles (Bovill, Cook-Sather, & Felton, 2011). In an OEP model, the role of a teacher becomes one of a facilitator or mentor, guiding the students in developing their own meaning (Masterman, 2016). With the use of participatory technologies and other web 2.0 tools, it is easier than ever to collaborate on and interact with resources. Hegarty (2015) notes that this is powerful in the sense that “Learning is facilitated not only by teachers but more often than not by peers” (p. 3).
In this session, Chad Flinn will share some of the strategies and technologies he utilizes to bring his students into developing their own meaning and learning in the classroom. Chad makes the argument that not only are Open Educational Practices effective but they are, in fact, good pedagogy.


Wednesday May 13, 2020 2:05pm - 2:35pm
Salon D
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Attendees (5)