The reading for Theme 3 was challenging and full of novel concepts and examples, and thanks to this assignment, I revisited the theme and the readings.
I note that the authors use Open Pedagogy as a new academic term for how the use of OER is changing pedagogy in the context of the broader open ecosystem, stating that “when teachers use OER, we not only save students textbook costs: we also have a direct impact on students’ ability to enroll, persist, and successfully complete courses. (David Wiley & Linda Williams, 2016)”, I agree with this, when I first started studying at university, some of my courses required me to purchase textbooks that sold for around $100 CAD each and usually I would only use these books for one semester before they went unused, which was really It was really an expensive cost of study for me, on the flip side. When using OER, it is easier to find what the teacher expects us to read, rather than using the textbook table of contents to find it on our own. Open Educational Practices have been a great inspiration to me， there are two examples： “Encourage students to apply their expertise in service to their communities Collaborate with nonprofit organizations to create opportunities for students to apply their research or marketing skills” and“Adapt or remix the OER with your students.”(Coolidge et al., 2017) The first example was deeply felt in my economics class last semester when two students published two historical documents in a famous local magazine with the teacher’s help. Another example I found surprising was that the students could also participate in the teacher’s OER production, which greatly improved the students’ motivation to learn. Because students know what they are most interested in and teachers have authority on how to educate in this area, the collaboration between teachers and students was less acceptable when pedagogy first emerged, but it is placed in the present that their collaboration can make the final product of OER more perfect.
On the other hand, as OER evolves, we also need to pay attention to the issue of privacy, “Moving forward, the framing, construction, and critique of tech policy at institutions need to take into account the extent to which those policies either open up or wall off access to knowledge and information. Do the policies erect invisible walls that restrict access, or do they allow students to do the kinds of interest-driven learning necessary for students to take control of their learning? “(Chris, 2016) More and more people mean to the development of the Internet and the process of OER use, we will inevitably encounter privacy issues, because each age group of students will have different reactions to the exposure to online information, some children will go to imitate something that is not appropriate for his age group, this time the government monitoring is particularly important. How to grasp this dividing line is critical. This requires more research and discussion among scholars.
reference
Digital Redlining, access, and privacy. Common Sense Education. (2019, November 6). Retrieved July 24, 2022, from https://www.commonsense.org/education/articles/digital-redlining-access-and-privacy
John Hilton III, Lane Fischer, David Wiley, and Linda Williams, “Maintaining Momentum Toward Graduation: OER and the Course Throughput Rate.” International Review of Research in Open and Distributed Learning 17, no. 6 (December 2016), http://www.irrodl.org/index.php/irrodl/article/view/2686/3967.
Coolidge, A., Andrzejewski, A., Ashok, A., Hyde, A. E. Z. W., Squires, D., Higginbotham, G., Barrett, I. with A., Ward, J., Moore, M., Nicholson, M., Jhangiani, R., DeRosa, R., Burns, S., Wagstaff, S., Robbins, T., & Robin DeRosa, director of interdisciplinary studies at P. S. U. & R. J. (2017, August 29). Open pedagogy. A Guide to Making Open Textbooks with Students. Retrieved July 19, 2022, from https://press.rebus.community/makingopentextbookswithstudents/chapter/open-pedagogy/