The proliferation of edtech tools can seem overwhelming to teachers at all levels, most of whom have limited capacity to make informed choices about the digital tools they adopt for their teaching. Educators may not have the experience or knowledge needed to critically assess the pedagogical implications of a particular tool, familiarity with the ethical issues such platforms raise for student data privacy, or the time to build participatory digital literacies (Foulger, Wetzel, & Buss, 2019). This session outlines an Open Educational Resource (OER) and Open Educational Practice (OEP) project aimed at building digital and data literacies in instructors, student teachers, and practicing teachers in local schools.
The Open Page project is designed to support informed pedagogical choice by developing a Tool Parade of brief videos, podcasts, and pedagogical resources outlining pros, cons, data considerations, and classroom applications for a variety of edtech platforms. The resources were scripted, produced, recorded, and performed by Bachelor of Education students, with support from instructors, educational technologists, and online learning specialists. Students were mentored through the design and development of open online resources, including technical and creative production elements, and open licencing requirements. Together, these OER create an engaging, critically-focused repository for teacher-to-teacher tool assessments.
The project is focused on more than just outputs, however, attempting to build capacity for change through its process. The Open Page aims to create a collaborative space for instructors and students to engage together in open digital practice and learning, placing meaningful instructor-student partnerships at its core.The project is an opportunity to engage in the ongoing co-creation of the open web as a participatory space. Underlying this project is the premise that this “produsage” (Bruns, 2007) cycle of creation and consumption is important in a time of knowledge and information abundance (Weller, 2011). The process focuses on critical pedagogical analysis of digital tools, with particular focus on differentiated learning and the ethics of data privacy. This process models and scaffolds OEPs for the student Research Team, instructors, other students in a new service learning course in the faculty, and practicing teachers.
This session will introduce the first stage of the Open Page project, showcasing the developing set of open resources produced by students and instructors. We will explore the theoretical underpinnings of the project, lessons learned, and our approach to ensuring sustainability through embedding the ongoing development in the curriculum of the program. The presentation will provide an overview of The Open Page as an inclusive, engaging online space focused on learner contributions to knowledge abundance, while also building participants’ understanding of their own contribution capacities and literacies.
Bruns, A. (2007). Produsage: Towards a broader framework for user-led content creation. Creativity & Cognition, 6. Retrieved from http://produsage.org/files/Produsage%20(Creativity%20and%20Cognition%202007).pdf
Foulger, T., Wetzel, K. & Buss, R. (2019) Moving Toward a Technology Infusion Approach: Considerations for Teacher Preparation Programs. Journal of Digital Learning in Teacher Education, 35:2, 79-91.
Weller, M. (2011). A pedagogy of abundance. Spanish Journal of Pedagogy, 249, 223-236.
Thank you for this opportunity. Interesting question. I’m here to learn with you.
According to the authors Cormier, Stewart, Baker, Johnston, Paty, Pisciuneri and Tieu, in this OER20 conference, the process focuses on critical pedagogical analysis of digital tools, with a particular focus on differentiated learning and the ethics of data privacy.