The primary goal of this presentation is to examine and describe how an Ethics of Open Education Framework facilitated the co-design of learning as a participatory pedagogical process in higher education by describing a case study of the creation of an open textbook about Ethical Issues in Educational Technology.
There are practical and theoretical examples of co-design as a participatory pedagogical practice in the literature. Examples from practice on how instructors have co-designed student learning experiences include DeRosa’s (2016) blogging on the pedagogy and practice of creating an open textbook. While limited in scope, current research on co-designing digital open learning experiences does describe the importance of situated context when examining co-designing learning processes, the influence of reflective learning practices and the roles of instructors and students in the learning process (Barbera, Garcia & Fuertes-Alpiste, 2017). Pelayo (2015) described the importance of user participation in design processes, especially when considering inclusive co-design processes for learners with disabilities. This presentation will extend inquiry by examining co-design as a participatory learning process for graduate students. There is both promise and possibility in studying co-design as a participatory pedagogy in higher education whereby instructors build upon initial course designs through collaborative engagement with graduate students to co-design individual learning pathways and engage in new approaches to knowledge building.
While the key focus of the presentation will emphasize participatory pedagogical processes, the issues the students choose to develop into chapters will also be explored, as the topics consider some provocative themes like digital privacy, security and informed consent, open learner readiness, educational integrity by avoiding harm and minimizing risk and respect for learner autonomy and independence. How the students perceived and used the Open Learning Ethics framework to guide their chapters will also be discussed.
The presentation will balance a brief overview of the course process and key concepts with the opportunity for participant questions and a possible small discussion. By recording the discussion topics in a google.doc, the facilitators will share the participant questions with the student chapter authors, the presentation participants and any other interested parties.
Barbera, E., Garcia, I., & Fuertes-Alpiste, M. 2017. A Co-Design Process Microanalysis: Stages and Facilitators of an Inquiry-Based and Technology-Enhanced Learning Scenario. International Review of Research in Open and Distributed Learning, 18(6), 104-126.
DeRosa, R. My Open Practice: Pedagogy and Practice. Retrieved from: http://robinderosa.net/uncategorized/my-open-textbook-pedagogy-and-practice/ May 18, 2016
Farrow, R., 2016. A Framework for the Ethics of Open Education. Open Praxis, 8(2), pp.93–109.
Pelayo, M.S. 2015. Co-design: A central approach to the inclusion of people with disabilities. Revista De La Facultad De Medicina, 63(3Sup), pp. 149-154.