After reading the article “Defining OER-Enabled Pedagogy” by Wiley, D. & Hilton, J. I think the concept of open learning and distance learning systems focuses on open education and training that allows learners to learn without the constraints of time and place and provides flexible learning opportunities for individual and group learners. In today’s world, we have audio and computer teleconferencing, which has impacted the way public schools, higher education, and business are taught.
Open pedagogies refer to innovative teaching and learning practices that can be realized only through the application of an open license. Open pedagogies are most often expressed in the form of “renewable” course assignments, in which students can create, modify or remix open educational resources(ORE). Like Students modify Wikipedia articles, localize their open textbooks, create and produce publicly available publicly licensed teaching videos, and even create auxiliary resources to support open textbooks.
Benefit:
- Use open education resources to reduce economic costs.
- Select technologies with accessibility so that all learners can access the content.
- Consider fair learning time and place, and consider students’ personal, cultural or economic needs.
- Maintain and encourage respect for and understanding of cultural differences in content selection and teaching methods.
Open pedagogies can be perfectly integrated into our blueprint and interactive learning resources to solve the problem of health inequality. Open educational practices and open pedagogy are components of open education that move beyond resources to address pedagogical approaches and the relationships between teachers and learners (Cronin, 2017: 5). OEP advocates seek to discard “the traditional educational paradigm of many unknowledgeable students and a few knowledgeable teachers” in favor of learning settings where students and teachers co-create knowledge “through mutual interaction and reflection” (Ehlers 2011, 4). Although the development and adoption of open pedagogies continue to bring significant and important cost savings, thereby improving access to education, the fact is that the “free” element of open pedagogies is only one of the many effects of open licensing. In addition to accepting students’ willingness to put alternative assignments, reading lists, syllabus, or complete courses together, educators supporting this open teaching concept should actively encourage students’ behavior.
References:
Wiley, D. & Hilton, J. (2018). Defining OER-enabled Pedagogy. International Review of Research in Open and Distance Learning, 19(4).
Cronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in higher education. The International Review of Research in Open and Distributed Learning, 18(5). https://aran.library.nuigalway.ie/handle/10379/6394
Ehlers, U.-D. (2011). Extending the Territory: From Open Educational Resources to Open Educational Practices. Journal of Open Flexible and Distance Learning, 15(2), 1–10.