{"id":36,"date":"2021-10-19T15:58:01","date_gmt":"2021-10-19T19:58:01","guid":{"rendered":"https:\/\/fanshaweopen.ca\/teachingintheopen\/chapter\/enhancing-pedagogy\/"},"modified":"2022-10-18T15:16:43","modified_gmt":"2022-10-18T19:16:43","slug":"enhancing-pedagogy","status":"publish","type":"chapter","link":"https:\/\/fanshaweopen.ca\/teachingintheopen\/chapter\/enhancing-pedagogy\/","title":{"raw":"Enhancing Pedagogy","rendered":"Enhancing Pedagogy"},"content":{"raw":"

In Pedagogy of the Oppressed<\/em>, Paulo Freire (1993) suggests that the banking model of education recognizes knowledge as something that is bestowed upon the unknowing by the knowledgeable. This type of model may serve to minimize the student\u2019s contributions and creativity. \u201cStop thinking of knowledge as information to be downloaded into the student's brain, but instead think of it as knowledge\nto be uploaded to the world.\u201d\n\u2014 Robin DeRosa, 2015<\/span><\/p>\n

An open pedagogy model of teaching advocates for problem solving and co-creation of knowledge. This model values the student's input and encourages creativity.<\/p>\n

Rather than thinking about learning as content, what if we considered it an open circuit?<\/p>\n

Please watch the video below to learn more about how students, faculty, institutions and communities can benefit from open pedagogy.<\/p>\n \n\n[embed]https:\/\/www.youtube.com\/embed\/-FIvvxRkqFs[\/embed]\n

Watch \"Interview with Rajiv Jhangiani on 'Enhancing Pedagogy via Open Educational Practices\" on YouTube (transcript available)<\/a><\/p>\n\n\n

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The Concept of Small Teaching<\/strong><\/h2>\n\u201cPaying attention to the small everyday decisions we make in teaching represents our best route to successful learning\nfor our students.\u201d\n\u2014 Lang & Darby (2019)<\/span>\n

Instructors can feel overwhelmed when they decide to update and\/or revamp a course. Indeed, making significant, large-scale changes to one\u2019s teaching practice can be an intimidating and time-consuming process. When these large-scale changes don\u2019t go well, it may cause the instructor to second-guess making changes in the future \u2014 or not to bother starting in the first place. The small teaching approach, introduced by James Lang (2016), seeks to effect change by starting with small, actionable modifications that can be made without having to overhaul the entire course or teaching methods. Small changes are easier to implement \u2014 as well as sustain.<\/p>\n

It is easy to become overwhelmed with information, research and suggestions for how to incorporate open resources or pedagogies into teaching practices. As such, when considering adding open resources \u2014 or other open practices \u2014 to courses, following the small-teaching concept is highly recommended.<\/p>\n

Open education needs to be about more than adopting products that have \u201copen\u201d on the label. It means building on the affordances of open licences. It means examining, more broadly, which elements of our beliefs and practices around teaching and learning are \u201copen\u201d or \u201cclosed\u201d \u2014 and who are the gatekeepers in deciding what that looks like (Richardson, 2021<\/a>).<\/p>\n\n\n

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The Secret to Productivity<\/strong><\/h2>\n

Hank Green, science communicator, entrepreneur and author, suggests that rather than aiming for perfection \u2014 or achieving at a rate of 100 per cent \u2014 in the work we do, we should instead aim for achieving 80 per cent. He reminds us that, in every creative project, there is always a place we consider to be 100 per cent \u2014 a place we work towards and tweak until we think we will get there. The problem with this notion of the 100 per cent \u2014 or \u201cthe best\u201d \u2014 is that it is subjective, and in that way, the enemy of the good.<\/p>\nPlease watch the video below to learn more about Green\u2019s secrets to productivity.\n\n[embed]https:\/\/youtu.be\/1LAhHDEtTD0[\/embed]\n

The Secret to my Productivity<\/a> by Vlogbrothers is licensed under CC-BY<\/a>.<\/p>\n

Transcript - The Secret to my Productivity\u00a0<\/a><\/p>\n

It is so easy to get stuck on creating the \u201cbest\u201d that you may be tempted never to start. Following the 80-per-cent rule is a great way to help you get started \u2014 and learn as you go. As Green suggests, most learning comes from the doing \u2014 so start small and build from there!<\/p>\n\n\n

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Open Pedagogy Toolkit \u2014 Open UBC<\/strong><\/h2>\n

In addition to using open resources, another aspect of open education asks not \u201cwhat you teach with\u201d but \u201chow you teach.\u201d The OER Starter Kit<\/a> explores open pedagogy \u2014 a method of teaching and learning that builds on principles of openness and learner participation<\/sup>.<\/p>\n

Some questions that this toolkit addresses are:<\/p>\n\n