Ghost Post Day 4 (https://stem.dpl.online/day-4-2/)
The classroom, with all of its limitations, remains a location of possibility. In that field of possibility we have the opportunity to labor for freedom, to demand of ourselves and our comrades, an openness of mind and heart that allows us to face reality even as we collectively imagine ways to move beyond boundaries, to transgress. This is education as the practice of freedom. (bell hooks, Teaching to Transgress: Education as the Practice of Freedom, p. 207)
Open Pedagogy is not a magical panacea for the crises that currently challenge higher ed. That being said, we both feel that Open Pedagogy offers a set of dynamic commitments that could help faculty and students articulate a sustainable, vibrant, and inclusive future for our educational institutions. By focusing on access, agency, and a commons-oriented approach to education, we can clarify our challenges and firmly assert a learner-centered vision for higher education. (Rajiv Jhangiani and Robin DeRosa, Open Pedagogy, last paragraph)
Based on our synchronous discussion yesterday, we know there are parts of STEM-H that are difficult to reconcile with critical pedagogy. How do we apply this pedagogical theory to lab (which we will discuss further tomorrow)? How do we scale it up to 400 or 1000-person classes without #EdTech and without spending immense amounts of personal time on our classes? How do we deal with TAs that we need to train in critical pedagogy who actually make our lives harder if we require more time to train with them? And how do we convince our colleagues that the aspects of critical pedagogy actually can be applied to the STEM-H classroom?
I can visualize possible experimental answers for some of these, but for others I’m just lost. Renée’s (@rlink on Discourse) story during the synchronous discussion about training less than enthusiastic (and egotistical) first year graduate student TAs to interact with students is particularly perplexing and worth contemplating further. And I thought I had it bad with apathetic and systematically underprepared students who are scared to take my class. My suspicion is that baby steps are the way to go for all of these issues but that really depends on context.
When I first was introduced to critical pedagogy, I couldn’t necessarily see how to apply it to my large classes. So, I chose to apply it in my smaller classes and in my life. I used it in my labs where I knew my students by name already. I used critical pedagogy in meetings with my collaborators and colleagues. I used it at ACS National Meetings when I ran symposia. The more I used it in these other contexts, the more I could visualize how to use it in my larger classrooms.
Some of the possible answers to some of the questions I outlined above may lie in open pedagogy.
Open pedagogy is different from just using open educational resources (which are awesome, but not really what we’re discussing here). Open pedagogy takes the idea that students can be knowledge creators in a public forum and puts it to use in the context of your STEM-H content. The options can range from empowering students to write public reflective blogs detailing their learning journey in class or wikipedia articles on their favorite unknown scientist to creating living textbooks and lab manuals. The possibilities are endless, even in STEM-H classes, and our imaginations (along with the considerations above) are our major limitation.
We have a synchronous meeting today at 1pm MDT/3pm EDT. The Zoom link is under the Synchronous Sessions chat in Discourse or in your email. Please join us as we chat about what we’ve learned thus far. The chat yesterday was very engaging, with lots of input and differing perspectives. A recording will be made available on my pedagogy YouTube channel (it’s where the vidcasts have been). The recording from yesterday (which is unlisted) is here.
In terms of the synchronous session yesterday with Maha, here are the links I promised I would share:
Bali, M., Caines, A., Hogue, R. J., DeWaard, H. J., & Friedrich, C. (2019). Intentionally equitable hospitality in hybrid video dialogue: The context of virtually connecting [Online Article]. eLearn Magazine.
World Time Buddy – https://www.worldtimebuddy.com/
Virtually Connecting – http://virtuallyconnecting.org/
Also, we have a Hypothes.is article for annotation today and it’s here. It is an article written by Maha Bali, Rajiv Jhangiani, and Catherine Cronin and they are going to chime in here and there with their comments as they are able. Just for context, the vidcast is with Robin DeRosa, who co-wrote the Open Pedagogy article that we will read today with Rajiv.
The plan for the day is here: https://stem.dpl.online/day-4/.
Ghost Page Day 4 (https://stem.dpl.online/day-4)
Thursday, July 30, 2020 (Day 4)
Theme: Open Pedagogy and Open Science
Questions to Ponder
- What struck you from today’s vidcast or readings? Any Aha’s?
- What is open? How is open both a method and a process?
- How do digital scholarship and open (pedagogy, including educational resources) overlap?
- Why would we want to publish scholarship online for free? Why would we *not* want to publish scholarship online for free? Who might benefit from either?
- What kinds of classroom techniques can we use to integrate and emphasize open practices?
- Where can we integrate and emphasize open practices (like Citizen Science) in our teaching labs and in our research?
- Where does open science meet our current practices?
Readings, Videos, Podcasts, etc.
DeRosa, R. & Jhangiani, R. (2017). Open Pedagogy. In A Guide to Making Open Textbooks with Students. Rebus Community.
Critical Open Pedagogy with Rajiv Jhangiani (Teaching in Higher Ed Podcast hosted by Bonni Stachowiak, Episode 226)
Hypothes.is article: Bali, M., Cronin, C., & Jhangiani, R. S. (2020). Framing Open Educational Practices from a Social Justice Perspective. Journal of Interactive Media Education, 2020(1), 1-12.
Resources to Explore
Open Pedagogy Notebook (edited and organized by Robin DeRosa and Rajiv Jhangiani)
The Open Faculty Patchbook (edited and organized by Terry Greene)
Resources for Open Pedagogical Practices in Open Science (curated by Karen Cangialosi)
QUBES (Quantitative Undergraduate Biology Education
Gettin’ Air: The Open Pedagogy Podcast with @greeneterry (yep, that’s Terry Greene’s handle on Twitter)
ACE Framework (OPEN CoLab)
Extension Readings, Videos, Podcasts, etc. [THESE ARE SUPER OPTIONAL!]
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).
Hodgkinson-Williams, C. A., & Trotter, H. (2018). A social justice framework for understanding open educational resources and practices in the Global South. Journal of Learning for Development – JL4D, 5(3), 204-224.
Stewart, B. (2015 April 13). In Public: The Shifting Consequences of Twitter Scholarship [Online Article]. Hybrid Pedagogy.
An example of a Practicing Open Science page for students (Karen Cangialosi)
Discourse Day 4
Good morning (MDT) y’all!
Today we talk about open pedagogy and open science. This is one of the most exciting days for me (because this is an exciting field) and I hope you have at least 1-2 new ideas about how to apply open pedagogy to your classroom by the end. Remember also to take time for yourself if you need it. Perpetual reminder that the Ghost site will be around for the next year so if you need to slow down a bit, please do.
Let’s check in. What small or large epiphanies (A-ha’s) have you had since yesterday? Was there anything in yesterday’s material, keynote, or synchronous session that made you want to know more? Anything you’d like to share?
Also, let’s play our game of getting to know each other a bit better. What is the biggest challenge you face in the first 10 minutes of the day? (Mine is how to get to the caffeine fast enough before the dog attacks me for an intense “I haven’t seen you all night” petting session and without waking up my wife (my son is already up) :o)