Author: amidavv

Introduction

In today’s evolving educational landscape, traditional teaching methods are being reimagined to improve collaboration, engagement, and accessibility. Open Pedagogy empowers students to contribute to their learning experience and this process is enhanced by the use of Open Educational Resources (OER). These freely available and adaptable learning materials minimize financial barriers while providing various methods to engage with educational concepts. This blog post will describe the principles of Open Pedagogy, the role of OER in education around the world, and the importance of Creative Commons licensing. By understanding these concepts, both educators and learners can contribute to a more inclusive and dynamic educational experience.

What is Open Pedagogy?

Open Pedagogy is a teaching method that emphasizes collaboration and active knowledge creation rather than passive consumption. Unlike traditional teaching methods, where students absorb and reproduce information, Open Pedagogy encourages students to actively contribute to the learning environment by creating and sharing educational resources (Short et al., 2024). This approach aligns with the Open Educational Resources (OER) framework, which allows free access and modification to online educational materials. This process empowers students and educators to actively engage in the educational process, which promotes a deeper understanding and sense of ownership over one’s educational journey (Wiley & Hilton III, 2018).

The Role and Impact of OER

OER plays an important role in education by reducing costs, increasing accessibility, and allowing individuals to customize learning materials. One of the greatest advantages of OER is their affordability. Using this method, students can access free online textbooks, videos, and other accessible resources. OER also allows educators to improve resource accessibility as OER allows educators to access free resources in multiple languages, formats, and accessibility-friendly versions (Olivier & Rambow, 2023). Supporting a learning culture of sharing resources and continuous improvement encourages students to adopt a community-driven and dynamic approach to education rather than a static process. 

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Global Trends in OER

The adoption of OER is growing worldwide and this growth is influenced by government policies, institutional initiatives, and cross-border collaborations. Both Canada and the United States have promoted OER through funding initiatives and policy changes within academic institutions (McGreal, 2020). These efforts highlight the increasing recognition of OER as a method to improve education accessibility and quality. While OER provides many benefits, challenges such as technological disparities and content quality concerns provide barriers to widespread use (Olivier & Rambow, 2023). Addressing these challenges requires ongoing efforts to improve digital infrastructure and increase public awareness regarding responsible use of resources.

Understanding Creative Commons Licensing

An important aspect of OER is the use of Creative Commons (CC) licensing, which allows educators and students to legally share and adapt materials while acknowledging the creators’ rights.

CC Licenses include…

• CC BY: This license is the most permissive and allows for the sharing and modification of content if the original creator is recognized.
• CC BY-NC: Non-commercial. This allows others to use, share, and modify work, however, they are not allowed to use the original creator’s work for commercial purposes.
• CC BY-ND: No derivatives. This license allows others to use and share work but they are not allowed to modify the work in any way. is more restrictive. (Spichtinger, 2022).

Understanding these licenses helps users share and modify content without legal concerns. For example, if I created an educational video on Open Pedagogy, I might license it under CC BY. This would allow others to share and modify my content as long as they credit my work. By using CC licensing, educators and learners can contribute to growing global communities of knowledge.

Attributes of Open Pedagogy

Key components of Open Pedagogy include collaboration and student-centered learning. These concepts can be implemented through open planning, where students co-design learning activities, and open reflection, where they document their learning journeys (Short et al., 2024). For example, a course could involve students publishing their assignments for peer review rather than submitting them privately to an instructor. This would improve engagement while encouraging students to contribute to a larger body of knowledge. Open Pedagogy fosters a more inclusive and participatory educational environment by valuing student contributions and encouraging diverse perspectives (Wiley & Hilton III, 2018). By implementing these concepts, educators can create more meaningful learning experiences that empower students to actively participate in their education. 

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Conclusion

Open Pedagogy and OER are reshaping educational methods by increasing accessibility, participation and student involvement. Through global initiatives, Creative Commons licensing, and innovative teaching strategies, these concepts contribute to a more equitable learning environment. While challenges remain, the use of Open Pedagogy and OER has the potential to create a more inclusive, collaborative, and dynamic educational experience using digital environments.

References

• McGreal, R. (2020). Open educational resources in Canada 2020. Canadian Journal of Learning and Technology, 46(1). https://doi.org/10.21432/cjlt27935
• Olivier, J., & Rambow, A. (2023). Open educational resources in higher education : a global perspective (1st ed. 2023.). Springer. https://doi.org/10.1007/978-981-19-8590-4
• Short, C. R., Hilton, B., Hilton, J., Wiley, D., Chaffee, R., Guilmett, J., & Darrow, J. (2024). Higher education instructors’ perceptions of open pedagogy: an exploratory study of open pedagogy definitions in practice. Open Learning, 1–16. https://doi.org/10.1080/02680513.2024.2334237
• Spichtinger, D. (2022). Uncommon commons? Creative Commons Licencing in Horizon 2020 data management plans. International Journal of Digital Curation, 17(1), 9-. https://doi.org/10.2218/ijdc.v17i1.840
• Wiley, D., & Hilton III, J. L. (2018). Defining OER-enabled pedagogy. International Review of Research in Open and Distance Learning, 19(4), 133-. https://doi.org/10.19173/irrodl.v19i4.3601

Introduction

As educational environments gradually shift to online sources, it is increasingly important that students have access to assistive technologies and inclusive courses. Universal Design for Learning (UDL) introduces a framework that ensures all students have equitable access to educational resources. By incorporating multiple means of engagement, representation, and expression, UDL supports students with varying abilities, learning preferences, and backgrounds. That being said, while UDL offers many benefits, there are still challenges in executing this method. Addressing these issues is a crucial concern to create an inclusive and effective learning environment for all students.

What is Universal Design for Learning (UDL)?

Universal Design for Learning (UDL) is an educational model designed to increase the accessibility of educational content by offering flexible teaching methods, materials and assessments. UDL recognizes that there is no “one-size-fits-all” approach to learning. Instead, this model offers multiple methods of engagement, representation, and expression to support diverse learners (CAST, n.d.-a). This approach encourages inclusive learning environments by accommodating students’ various learning styles, abilities, and needs.

In physical classrooms, UDL can be applied by providing various teaching methods, including lectures, group activities, and hands-on experiences. In a digital classroom, UDL principles can be applied through the use of multimedia resources, interactive assignments, and adaptive learning tools (CAST, n.d.-b). By implementing UDL, educators can ensure that students have the opportunity to engage with content in ways that suit their individual needs.

Ensuring Accessibility in Online Settings

Increasing accessibility in online learning contexts requires intentional design and the integration of assistive technologies. Some strategies include:

• Improve Content Accessibility: Ensuring that videos have captions, images include alternative text, and documents are compatible with screen readers.
• Easy-to-Use Platforms: Selecting user-friendly learning management systems (LMS) that support diverse learners, including those with disabilities.
• Flexible Learning Options: Offering multiple formats for assignments, such as written responses, audio recordings, and video presentations.
• Physical Accessibility: Ensuring that digital tools are compatible with adaptive technologies such as speech-to-text and screen magnifiers.

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In my own learning experience, accessibility has played an important role in ensuring that all students, regardless of their abilities or circumstances, can fully engage with course materials. This benefits all learners and provides opportunities to share diverse perspectives.

Ethical Challenges of EdTech

Educational technology offers many advantages, such as personalized learning and greater access to resources. That being said, online learning also presents ethical concerns, including:

• Privacy and Data Security: Many digital tools collect student data, including personal information and learning data. This can introduce opportunities for misuse if data is not properly protected (Sutton et al., 2023).
• Big Data and Tracking: While personalized learning can be beneficial, excessive tracking of student activity can offer opportunities for biased information (Zawacki-Richter et al., 2019).
• Unequal Learning Opportunities: Not all students have access to high-speed internet or the necessary devices to complete online tasks. This can lead to a digital divide that impacts educational equity (Sutton et al., 2023).

Educators must balance the benefits of technology with ethical considerations by selecting tools that prioritize student privacy, inclusivity, and equitable access. The following video addresses some key considerations when implementing new technology in educational contexts, as well as instructions regarding how to use technology to enrich learning experiences. 

Ethical Considerations in Digital Interactions

When participating in online learning communities, students and educators have a responsibility to engage in ethical digital interactions. Some of these responsibilities include:

• Respect and Kindness: Ensuring online discussions remain civil and inclusive, avoiding cyberbullying or exclusionary behaviour.
• Maintaining Privacy: Being mindful of sharing personal or sensitive information and respecting others’ privacy (Zawacki-Richter et al., 2019).
• Academic Honesty: Upholding integrity by avoiding plagiarism and properly citing sources.
• Inclusion in Digital Spaces: Ensuring all participants feel welcomed and valued, fostering a respectful and diverse online environment.

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By following these ethical principles, students and educators can contribute to a positive and supportive digital learning environment.

Applying UDL and Accessibility Principles

Reflecting on my own learning experiences, I have encountered both well-designed and poorly designed accessibility practices. In courses that effectively applied UDL, instructors provided multiple ways to engage with content, such as video lectures, text-based materials, and interactive discussions. However, in less accessible courses, students with disabilities or different learning preferences often struggled to keep up with course content due to limited instructional methods.

To improve accessibility, the following methods could be implemented:

• Consider Diverse Perspectives: When designing a course, instructors should consider diverse perspectives from the beginning stages of course design to minimize the need for individual accommodations (CAST, n.d.-b).
• Improve Accessibility: Ensure that all course materials meet accessibility standards, such as providing alternative text for images and captioning for videos.
• Offer Multiple Methods of Learning: Offer students multiple methods to demonstrate their understanding, such as written assignments, presentations, or creative projects.

Conclusion

To conclude, while Universal Design for Learning and accessibility efforts can increase the inclusivity of education, implementing these practices introduces challenges such as ethical concerns, technological barriers, and privacy breaches. Alternative perspectives on UDL principles may argue that individualized accommodations are more effective than universal approaches, particularly for students with highly specialized needs. Additionally, the ethical concerns related to educational technology could lead one to question the ethics of online courses. However, broader implications of UDL extend beyond education into workplace training and even policy development, as this principle demonstrates the need for inclusive design across various platforms. Ultimately, considering UDL principles and addressing accessibility challenges can lead to a more inclusive and equitable educational system, which empowers learners to succeed in both academic and professional settings.

References

• CAST. (n.d.-a). About Universal Design for Learning. UDL On Campus. https://udloncampus.cast.org/page/udl_about
• CAST. (n.d.-b). Universal Design for Learning Guidelines. UDL Guidelines. https://udlguidelines.cast.org/
• Sutton, D., Kearney, A., & Ashton, K. (2023). Improving educational inclusion for refugee-background learners through appreciation of diversity. International Journal of Inclusive Education, 27(6), 671–688. https://doi.org/10.1080/13603116.2020.1867377
• Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0

What Does Pedagogy Mean to You?

To me, pedagogy is an essential component of effective teaching and learning as it greatly affects students’ understanding of information. Effective teaching strategies and practices can greatly improve a student’s engagement and knowledge of a subject. Therefore, it is important that instructors are aware of successful teaching strategies and how to utilize these strategies effectively (Srinivasan et al., 2021). As a learner, I have experienced a variety of pedagogical approaches, from traditional lectures to hands-on, interactive learning. For me, I find that a hands-on approach is the best strategy to help my understanding as it allows me to demonstrate my learning through real-life examples. 

When considering future lesson plans, I consider pedagogy as a framework to create inclusive and flexible learning experiences to support diverse students. For example, incorporating active discussions and problem-based learning could benefit students’ understanding as it would allow them to practically apply concepts rather than memorize information. Studies have shown that providing students opportunities to apply their learning improves long-term comprehension and engagement (Yannier et al., 2021). 

Networked Pedagogy in Action

Networked pedagogy describes a method of education in which digital tools and online communities are used to enhance learning. In my own experiences, using online forums, peer communication, and educational resources have shown me the benefits of diverse learning methods. For example, participating in online discussion boards allows me to conveniently communicate and clarify questions with peers. Additionally, platforms like LinkedIn Learning  have helped me broaden my understanding of subjects beyond what a single classroom environment could offer. Technology can expand upon traditional learning environments by providing instant access to experts, resources, and collaborative opportunities that enrich the learning process.

This following video demonstrates the benefits of digital learning environments and introduces possible challenges when navigating digital spaces. It is important that instructors and students are well-aware of these factors to ensure a productive online learning environment. 

Learning Theories in Practice: Constructivism

The learning theory that resonates most with me is constructivism. This learning method emphasizes active learning and knowledge-building through experience and reflection. In an online learning environment, constructivism can be applied through project-based learning, where students collaborate on real-world problems, or inquiry-based learning, where students explore topics by asking questions and conducting research. For example, online discussion forums allow students to reflect on concepts, build on others’ ideas, and construct their own understanding rather than passively consuming information. I personally enjoy this approach as engaging, questioning, and applying knowledge increases my understanding of new concepts.

For more information regarding the different types of learning theories, please see the following article, 

The Role of the Instructor

In an online course, the instructor plays a crucial role in facilitating class engagement and creating a supportive learning environment.

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Online courses do not have the same opportunities for engagement as in-person classes. Therefore, it is important that the professor provides opportunities for engagement to ensure an active learning environment (Richardson et al., 2016). 

Essential Qualities of an Online Instructor to Encourage Students’ Success:

• Accessibility: Given the digital nature of online courses, it is important that instructors establish a method of communication to connect with students and answer relevant questions. Methods of communication can include emails, Microsoft Teams chats, or online discussion boards. Whichever method the professor chooses for their course, it is important that the professor responds to student concerns within a timely manner to support students’ success.
• Clear Communication: Highly responsive instructors with clear expectations for assignments can greatly improve students’ understanding of course material. In my own educational experiences, instructors that demonstrated these qualities made a considerable difference in my understanding of the course. Alternatively, when instructors are absent or unclear in their expectations, it can lead to confusion and disengagement with course material, providing barriers to students’ success. 
• Empathy: Online learning introduces unique challenges such as network connectivity issues, miscommunication due to lack of in-person engagement, and uploading files in the correct format. It is important that instructors are aware of these challenges and structure the course to minimize these potential barriers.  
• Online Presence: A strong instructor presence is crucial for fostering both social and cognitive engagement in online learning. Instructors who provide timely feedback, moderate discussions effectively, and offer multiple ways for students to engage create richer learning experiences and promote students’ success. 

Exploring Digital Spaces

Digital spaces offer unique opportunities for learning, collaboration, and knowledge-sharing. That being said, they also introduce challenges such as information overload, potential distractions, and the need for digital literacy skills (Xia et al., 2022). In my experience, platforms like learning management systems and educational social media groups provide valuable spaces for discussion and resource sharing. 

Qualities of Effective Online Communication:

• Respectful Language: Students should maintain respectful language when communicating online. This includes appropriate language with little to no cursing and respecting others opinions.

• Critically Evaluations of Information: Students should ensure that all claims are supported by credible sources to support responsible knowledge-sharing. 

• Constructive Engagement: When students are discussing course concepts, it is important that their discussions are focused on academic topics that are relevant to the course material. This can ensure productive discussion that benefits learning.

To maximize the benefits of online learning, I aim to be an active participant by sharing insights, asking thoughtful questions, and supporting my peers in discussions.

Conclusion

To conclude, this module has offered opportunities to reflect on pedagogy, networked learning, and the evolving role of instructors in digital education. As online learning continues to grow, these concepts will become essential components of meaningful educational experiences. Whether as a student or future educator, I hope to embrace these concepts to enhance both my own learning and my ability to support others in their educational journeys. 

References

Agarkar, S. C. (2019). Influence of learning theories on science education. Resonance, 24(8), 847–859. https://doi.org/10.1007/s12045-019-0848-7

Richardson, J. C., Besser, E., Koehler, A., Lim, J., & Strait, M. (2016). Instructors’ perceptions of instructor presence in online learning environments. International Review of Research in Open and Distance Learning, 17(4), 82–104. https://doi.org/10.19173/irrodl.v17i4.2330

Srinivasan, S., Ramos, J. A. L., & Muhammad, N. (2021). A flexible future education model—strategies drawn from teaching during the COVID-19 pandemic. Education Sciences, 11(9), 557-. https://doi.org/10.3390/educsci11090557

Xia, Y., Hu, Y., Wu, C., Yang, L., & Lei, M. (2022). Challenges of online learning amid the COVID-19: College students’ perspective. Frontiers in Psychology, 13, 1037311–1037311. https://doi.org/10.3389/fpsyg.2022.1037311

Yannier, N., Hudson, S. E., Koedinger, K. R., Hirsh-Pasek, K., Golinkoff, R. M., Munakata, Y., Doebel, S., Schwartz, D. L., Deslauriers, L., McCarty, L., Callaghan, K., Theobald, E. J., Freeman, S., Cooper, K. M., & Brownell, S. E. (2021). Active learning: “Hands-on” meets “minds-on.” Science (American Association for the Advancement of Science), 374(6563), 26–30. https://doi.org/10.1126/science.abj9957

Hello! My name is Amira, and I am currently in my final year as a psychology student at the University of Victoria.  Throughout my educational journey, I have experienced various events which have shaped my approach to learning. For example, starting my first year as a UVic student in 2020 taught me valuable lessons regarding my approach to online learning. Throughout this process, I have developed methods of organization, motivation, and adaptation, which have helped me appreciate the diversity of learning environments. Recognizing the importance of accessibility in regards to online educational resources has motivated me to continue to expand my understanding of digital literacy concepts and discover new ways to convey this information to others.

Modes of Learning

There are various modes of learning that can be used to accommodate different learning preferences and needs. Some methods of learning include the following: 

1. Face-to-Face Learning: This traditional learning model allows students and instructors to interact in person. Using this method, students can receive immediate feedback and participate in hands-on activities, which can promote a strong sense of community (Gherheș et al., 2021). 
2. Open Education: This model takes place entirely online, with no need for physical classroom attendance. Open education contributes to inclusive academic environments by improving the accessibility of educational resources and minimizing barriers such as financial, geographical or scheduling restraints. There are often two instructional methods that are utilized when instructing online courses. In a synchronous course, students will attend live online classes. Alternatively, asynchronous courses often include pre-recorded lectures and self-paced activities. This learning model allows learners the flexibility to study from any location and at one’s own pace, making it an ideal choice for learners with busy or unpredictable schedules.
3. Blended Learning: This approach combines face-to-face and online learning, with some portions of the course delivered in person and others completed online. Blended learning provides the advantages of both in-person interaction and online flexibility, which allows students to experience a range of educational benefits.
4. Hybrid Learning: Similar to blended learning, hybrid learning gives students the option to choose between attending class sessions in-person or online. This high level of flexibility helps accommodate students’ diverse learning preferences and schedules.

For more information regarding the benefits of utilizing diverse learning methods, please review the following resource.

Each learning mode presents unique benefits and challenges which influence students’ engagement with course content. Personally, I prefer asynchronous online classes, as this learning model offers the flexibility to balance professional and academic responsibilities. I appreciate the opportunity to connect with classmates through online discussion forums, while also enjoying the freedom to complete coursework at my own pace. This learning model is also referred to as Distributed Education.

What is Distributed Education?

Distributed education refers to a learning model in which educational resources are delivered across multiple online platforms. Unlike traditional education, which typically requires physical attendance, distributed education allows students the flexibility to learn from anywhere and at any time. 

Advantages of Distributed Education:

• Flexibility
  • One of the main advantages of distributed education is its flexibility. Using online resources, students who face barriers to education such as physical distance, work commitments, or personal responsibilities can still access educational content and complete their courses.
• Opportunities for Diverse Perspectives
  • Distributed Education allows students to attend courses from across the world, which can improve the diversity of educational contexts. This can allow for a more inclusive educational experience that accounts for multiple perspectives.
• Improve Digital Literacy
  • Technology plays a key role in online learning, as platforms like learning management systems, recorded lectures, and online discussion boards allow instructors and students to interact and share resources using online tools. Continuously using these tools for educational purposes can help students improve their digital literacy in a controlled and supportive environment (Gherheș et al., 2021).

What is Digital Literacy?

Digital literacy refers to the ability to effectively use technology to navigate, evaluate, and develop online content. It is an increasingly important skill, particularly in online learning environments (Santos & Serpa, 2017).  

In online education contexts, a student’s digital literacy will affect their ability to interact with online content, collaborate with peers and instructors, and engage with learning tools. For example, in an online course, it is important that students are able to navigate the learning management system and evaluate the credibility of online resources to successfully facilitate their learning. 

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As discussed in our course notes, digital literacy also involves ethical considerations, such as understanding privacy and digital security. Both of these concerns are increasingly important in our digital world and affect how we navigate online spaces (Kim & Chung, 2023); Saritepeci et al., 2024).

Ultimately, it is important that students understand how to navigate online sources to protect their online privacy and avoid unintentionally sharing personal information. An individuals’ online presentation can also be referred to as their Digital Identity.

What is Digital Identity?

Digital identity refers to the way that one presents themselves online, and includes all of the data and content about oneself that exists on the internet. This includes personal information like social media profiles and professional information like work related networks.

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It is important to manage your digital identity as this information can influence how others perceive you and affect both your personal and professional opportunities (Saritepeci et al., 2024) In an educational context, maintaining a professional digital identity can help establish credibility with instructors and peers.

On a personal level, it’s important to be mindful of the content we post and share, as it can have lasting implications for our reputation.

To manage my digital identity, I ensure that my professional presence on platforms like LinkedIn aligns with my academic and career goals. Additionally, before posting any online content, I consider whether my post reflects my values and if this content might negatively impact future opportunities. I also ensure that my real name is not included in my personal social media accounts, my profile is kept private, and my face is not visible in my posts. By managing my digital identity carefully, I can maintain a positive and professional online presence, both in my educational and career pursuits.

Conclusion

To conclude, throughout this course, I look forward to exploring how distributed education, open education, and digital literacy can contribute to a more flexible, inclusive, and connected learning environment. I am also excited to learn about how these models can create global opportunities and foster diverse education. As we engage with these topics, I will consider how my own digital identity and literacy can influence my learning and professional success in the future.

References

Gherheș, V., Stoian, C. E., Fărcașiu, M. A., & Stanici, M. (2021). E-learning vs. face-to-face learning: Analyzing students’ preferences and behaviors. Sustainability, 13(8), 4381-. https://doi.org/10.3390/su13084381

Kim, B.J., & Chung, J.B. (2023). Is safety education in the E-learning environment effective? Factors affecting the learning outcomes of online laboratory safety education. Safety Science, 168, 106306-. https://doi.org/10.1016/j.ssci.2023.106306

Santos, A. I., & Serpa, S. (2017). The importance of promoting digital literacy in higher education. International Journal of Social Science Studies, 5(6) https://doi.org/10.11114/ijsss.v5i6.2330

Saritepeci, M., Yildiz Durak, H., Özüdoğru, G., & Atman Uslu, N. (2024). The role of digital literacy and digital data security awareness in online privacy concerns: a multi-group analysis with gender. Online Information Review, 48(5), 983–1001. https://doi.org/10.1108/OIR-03-2023-0122