TOPIC 3: EQUITY AND ACCESS

 

Open pedagogy 1 which is written by ROBIN DEROSA and RAJIV JHANGIANI introduces the philosophical foundation, investments, and its utility of open pedagogy, as well as the specific approaches that teachers and students adopt to implement open pedagogy. Open pedagogy refers to a set of teaching practices that can only be carried out under the background of free access to open educational resources. The purpose of open education is to build a platform where every user can learn, discuss, teach, etc., to inform educational practice and structure. Open Educational Resources (OER) are teaching and learning materials that you can use and reuse for free without permission. 5R which is the characteristic of OER, is the basic basis for sharing open content which can be reused, retained, redistributed, revised, and remixed by anyone.

 

There are many similarities between open pedagogy and other schools of pedagogy in that they are learner-oriented and focus on helping learners to be more fully exposed to knowledge and ideas. Participation of students in OER is a very important way to change students’ learning environment and courses with the participation of students, so as to change the relationship between students and courses and learning materials. This method can not only save the funds of textbooks for learners, increase the opportunities for learners to receive higher education, but also increase the acquisition of knowledge. In other words, it reduces the cost of acquiring knowledge, improves the feasibility of knowledge creation, and affects the ability of students to persist in completing the course.

 

The article also mentioned that the current lack of enthusiasm among college students may be due to their own laziness rather than not having enough savings. The OER system is student driven and drives the ability of students to enroll, study, and complete courses. All of these efforts are student-centered, as OER also reduces student spending on learning by reducing the high cost of textbooks. However, when I used OER in some other courses, I think it really reduced my spending on education and provided me with more comprehensive and honest content to learn and apply.

 

There is great potential to increase student engagement and retention by using open sources and pedagogy to teach courses. As in our course, teachers instruct students to create documents about the course content, and students are required to store and share their work in the course on a website. This exercise exposes students to the “5 Rs” of open content. The article also mentioned the difference between community colleges and high-level universities. Because I am a student at Camosun College, I feel a lot of differences. Due to the limited faculty, it is often difficult for Camosun College to satisfy students’ thirst for knowledge academically. After I transferred to UVIC, everything changed dramatically. The difference in the teaching staff of the two schools led to a big difference in my knowledge intake. The knowledge I learned at Camosun College was often only a small part of the teaching content provided by uvic.、

 

Reference

Mays, E. (Ed.). (2017). A guide to making open textbooks with students. Rebus Community. Read Chapter 1: Open Pedagogy