Document Type
Presentation
Abstract
Open pedagogy is the future of open education because of the potential for an educational community to engage in the creation of the next generation of content while improving student learning. However, building open pedagogy to scale at most institutions has proven difficult, partially because of customized learning experiences and partially because of lack of faculty knowledge about how to support open pedagogy assignments. One way to increase adoption of open pedagogy is to leverage the existing infrastructure and institutional awareness around information literacy. The similarities in goals between open pedagogy and information literacy work represents a natural partnership that open practitioners can draw upon to support the increased adoption of both information-rich and renewable assignments in the curriculum. Panelists in this session will discuss a librarian's perspective on building programmatic support for open pedagogical practice, similar to how libraries have built programmatic support for information literacy. With a focus on scholarship of teaching and learning and open educational practices, we'll demonstrate how the work of open education practitioners and librarians is both complementary and necessarily bundled. When our professional, ethical, and teaching practices are united, open pedagogy can be better organized to scale. (Panel presentation with Sarah Cohen, Amy Hofer, and Quill West at the Open Education conference in Anaheim, CA.)
Publication Date
10-11-2017
Language
English
License
This work is licensed under a Creative Commons Attribution 3.0 License.
Recommended Citation
Reed, Michelle; Cohen, Sarah; Hofer, Amy; and West, Quill, "Complementary and Necessarily Bundled: Leveraging Partnerships to Bring Open Pedagogy to Scale" (2017). Librarian & UTA Libraries Staff Publications. 115.
https://mavmatrix.uta.edu/utalibraries_publications/115