How to explain your lust for Openness using Border Pedagogy

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Information about How to explain your lust for Openness using Border Pedagogy
Education

Published on March 5, 2014

Author: ginabennett

Source: slideshare.net

Description

[Please see slide notes - presentation may not make a lot of sense without them!]
Maybe you are curious about the growing number of open educational resources. Maybe you are intrigued by MOOCs. Or maybe you are passionate about the whole Openness movement and its potential for transforming education. Regardless of your level of interest, if you’re pro-Open you have no doubt come up against barriers: outdated copyright regulations, academic policies… even the opinions of some of your colleagues.

How can we better facilitate a dialogue that gets more people talking about Openness? A good model helps! Border pedagogy builds on the familiar ‘community of practice’ model and offers a way of visualizing all the ways we want to be Open. In this session, we’ll explore the borders around our educational structures and communities of practice. Can Openness help us kick holes in the ivory towers that surround our work?
[with copious notes!]

How to explain your lust for Openness using Border Pedagogy http://worldcrunch.com/images/story/2f7b5301abcf8433d466a9df56b229ce_434 9202129_7ced4144d6_z.jpg

Henry Giroux McMaster University https://www.ucalgary.ca /news/files/news/image s/Henry-Giroux-350.jpg Giroux, H. (2005). Border Crossings: Cultural Workers and the Politics of Education (2nd edition). Routledge Publishing. website: http://www.henryagiroux.com/

Learning happens everywhere

Education is structured https://encrypted-tbn2.gstatic.com/images? q=tbn:ANd9GcS69xC13rPNUtRBO2UIaQY94TKaQICmo5ioYpYsqS7grNYEEdX

Structures are like ‘phrase balloons’ comprised of the Who, What, When, Where, How & Why related to an educational entity. Structures have both mechanical/ created aspects and human aspects.

Structures have edges, borders. http://successfulportfolios.com/wp-content/uploads/2011/11/castlewith-moat.jpg You can generally tell whether you’re inside or outside the structure.

Structural aspects that control access to the educational entity form a border around the entity.

Structures are important! http://www.enka.co.uk/getfile/fd77f959-e42d-47a5-8be7-fad5af011195/independatnt-scaffold.aspx Structures are the value we add as educators.

Borders can be fascinating http://blog.oikos-international.org/wp-content/uploads/2012/04/wagah-border-india-pakistan-300x364.jpg http://static.environmentalgraffiti.com/sites/default/files/imag es/Baarle-Nassau_fronti-re_caf-.jpg

Tom Heaney National-Louis University Heaney, T. (1995). Learning to control democratically: ethical questions in situated adult education. Originally published in AERC95. Available from the author. “ … adult educators [need to] recognize that the most intensive and potentially productive adult learning is situated on the edges of communities of practice” in the “…dynamic and at times chaotic energy which is experienced ‘on the edge,’ – where the frenzy of transformative learning is more likely to occur. ”

Your borders

Walls are nuanced http://storage.canoe.ca/v1/dynamic_resize/sws_path/suns-prodimages/1310631286910_ORIGINAL.jpg?quality=80&size=650x https://encrypted-tbn0.gstatic.com/images? q=tbn:ANd9GcROj62TzTrU-2vuojxI0PmqHrW9gWKbXOr7AGmNQvXPR88yh-6

…& engender strong emotions Scott Leslie, tweet response to YouTube’s copyright wall Aaron Swartz, 1986 - 2013 Angry post, response to San Jose State U’s decision to contract with EdX Beatrice Marovich: “The good thing about a MOOC is that it kicks open a door or two of that old ivory tower and freely lets hearty, tasty information into the world.” Online learning: More than MOOCs. From The Chronicle of Higher Education

Allan Lauzon University of Guelph Lauzon, A.C. (1999). Situating cognition and crossing borders: resisting the hegemony of mediated education. British Journal of Educational Technology 30(3), pp. 261-276. “The function of border pedagogy, then, is to challenge, transgress and redefine borders so that they are more inclusive and more just. (p. 269). ”

What’s this got to do with Open? http://www.flickr.com/ photos/mag3737/1913 781137/in/photostrea m/

Examples • Many educational access issues can be reframed as “border” issues; e.g. • The classroom in Kenya • Student services renovation • Examining, challenging the border between “teacher” and “students” • Plagiarism and the “academic essay”

Student Services •Educational planning •Academic assessment •Upgrading classes •Tutoring services •Disability services •Financial services •Friendly, helpful people! •Etc.

Student Services •Educational planning •Academic assessment •Upgrading classes •Tutoring services •Disability services •Financial services •Friendly, helpful people! •Etc.

??? Student Services ??? Whatever the heck that is…

Ian Cook University of Exeter, UK Cook, I. (2000). ‘Nothing can ever be the case of “Us” and “Them” again’: Exploring the politics of difference through border pedagogy and student journal writing. Journal of Geography in Higher Education, 24 (1), pp. 13 – 27. Traditional classroom Ian’s ‘border’ classroom Predictable schedule of topics Unpredictable, evolving discussion Rows of seats facing the lecturer Seats in a circle, teacher outside the circle Teacher assigns value to readings Students assign value to readings Writing in an academic style Writing in a personal, ‘situated’ style Teacher answers questions Teacher refuses to answer questions Rules Different rules Final exam No final; journal writing only

The Academic Essay From http://www.stu.ca/inkshed/nletta03/hu nt.htm The Crime of Plagiarism http://digitalcultures.wikispaces.com/file/view/EssayStructure.gif/1 13980165/EssayStructure.gif

How do you feel about the walls that defend your communities of practice? Protect them Protect them in spite of growing assaults, incursions, & requests for access Forget about protecting them. Blow them up!

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