Hey #satchat I will also be running this #openpedagogy course this summer starting 2019-07-01 https://t.co/dUsgEb0C7j you will learn basics of #indieWeb and #openpedagogy create or hack on yiour personal website, and learn instructional design from #open… https://t.co/5wBJtv4Kq0— https://jgregorymcverry.com (@jgmac1106) May 18, 2019
100% free course (of course if you want to use the class as part of a 6th Year Digital Teaching and Learning classroom Specialist you can enroll @scsu as well) awesome class last year co-taught with @chrisaldrich in a way #satchat (https://t.co/22YsGQAfVJ)— https://jgregorymcverry.com (@jgmac1106) May 18, 2019
As #EDU522 Digital Teaching and Learning Too wraps up I find myself reflecting on my goals for the class…I mean “my goals” in the class not the hopes on the instructional design. Much more on that later. All summer, well before EDU 522 began, I set off to create a remixable template others cou...
I suspect that Dr. McVerry could have gotten further a bit faster had he built the course on WordPress directly instead of on a remixable platform. This would have made it easier to send webmention-based badges which could have been done by creating a badge page on which he could have added simple links to all of the student pages that had earned them. This would have made things a bit less manual on his part.
But at the same time, he’s now also got a remixable platform that others can borrow and use for similar courses!
It would seem that one of Greg McVerry’s quote posts, which I’m pretty sure he made to illustrate a process point about the Post Kinds plugin on his website and not necessarily to highlight the quote itself, sent me down the rabbit hole of discovery on some of the origins and history of open pedagogy today.
Saw some interesting examples on the way however, which have given me some intriguing ideas to begin trying out in the near future.
A variety of educators answer the question: "What is open pedagogy?"
Today I just wanted to quickly review an awesome tool called Hypothesis that I've been using all semester for two of my English classes (Currents in American Lit and Critical Theory).
I’ve spent some time talking about open pedagogy at several universities this Spring, and in each of those presentations and workshops, I have usually mentioned The Open Anthology of Earlier American Literature, an OER anthology that my students and I produced last year for an American literature survey course I taught. When I talk about the anthology, it’s usually to make a point about open pedagogy. I began the project with the simple desire to save my students about $85 US, which is how much they were (ostensibly) paying for the Heath Anthology of American Literature Volume A. Most of the actual texts in the Heath were public domain texts, freely available and not under any copyright restrictions. As the Heath produced new editions (of literature from roughly 1400-1800!), forcing students to buy new textbooks or be irritatingly out of sync with page numbers, and as students turned to rental markets that necessitated them giving their books back at the end of the semester, I began to look in earnest for an alternative.
Highlights, Quotes, Annotations, & Marginalia
Most of the actual texts in the Heath were public domain texts, freely available and not under any copyright restrictions. As the Heath produced new editions (of literature from roughly 1400-1800!), forcing students to buy new textbooks or be irritatingly out of sync with page numbers, and as students turned to rental markets that necessitated them giving their books back at the end of the semester, I began to look in earnest for an alternative. ❧
Repackaging public domain texts and charging a steep markup too much above and beyond the cost of the paper is just highway robbery. Unless a publisher is adding some actual annotative or analytical value, they shouldn’t be charging outrageous prices for textbooks of this nature.
August 13, 2018 at 12:14PM
If OER is free, what hidden costs exist in its production? Making these textbooks is taking me a chunk of time in the off-season. Thanks to my salaried position, I feel ok about putting in the overtime, but it’s a privilege my colleagues who teach under year-to-year part-time non-contracts can’t afford. Who should be funding OER creation? Institutions? Students? For-profit start-ups? How will you invest time in this project without obscuring the true costs of academic labor? Right now, we pass the corruptly high cost of academic publishing onto the backs of academia’s most vulnerable members: students. But as OER gains steam, we need to come up with funding models that don’t land us back in the same quagmire of exploitation that we were trying to get out of. ❧
This is a nearly perfect question and something to watch in the coming years.
August 13, 2018 at 12:35PM
working in public, and asking students to work in public, is fraught with dangers and challenges. ❧
August 13, 2018 at 12:36PM
What David told me was his energy, enthusiasm in the class was at a much higher level with the OER approach. Sure we choose the polished “professional” textbook because of its assumed high standards, quality etc, but then its a more passive relationship a teacher has with it. I make the comparison to growing and/or making your own food versus having it prepared or taking it out of a package. Having produced our own food means we know everything about it from top to bottom, and the pride in doing that has to make the whole experience much more energized. ❧
As I read both this post and this comment from Alan, I can’t help but think again about scholars in the 14th century who taught students. It was more typical of the time that students were “forced” to chose their own textbooks–typically there were fewer, and at the advent of the printing press they were significantly higher in price. As a result students had to spend more time and attention, as Robin indicates here, to come up with useful things.
Even in this period students often annotated their books, which often got passed on to other students and even professors which helped future generations. So really, we’re not reinventing the wheel here, we’re just doing it anew with new technology that makes doing it all the easier.
As a reference, I’ll suggest folks interested in this area read Owen Gingerich’s The Book Nobody Read which I recall as being one of the texts I’ve read that references early teaching and textbook practices during that time period.
August 13, 2018 at 12:44PM
USNH students talk about open education
hat tip: Robin DeRosa
Imagine a jet plane cruising down a road. It’s possible, though a clear case of underutilization of the technology. Now take that imagery and apply it to Open Educational Resources (OER). While they are available for adoption by faculty as learning content, the full potential of OER goes underutilized. How so? At the Open Ed ’16 Conference, held November 2016, I learned how faculty are taking on that challenge and finding new ways to create and use OER.
Highlights, Quotes, Annotations, & Marginalia
Our work, said Campbell, is not to graduate more students, but to enable students to graduate themselves. ❧
August 13, 2018 at 12:01PM
Disposable assignments are the ones students hate to do, faculty hate to grade and are quickly forgotten. Think ten-page term papers. ❧
There’s no reason that the 10 page term paper couldn’t be repurposed for the greater good. Why not post it up on your own website and allow it to be part of the bigger part of academic research?
August 13, 2018 at 12:03PM
A week ago, I got into one of those spontaneous Twitter discussions with two of my good friends from the University of Oklahoma, Laura Gibbs and Stacy Zemke. Laura and Stacy are passionate advocates for open content, and innovative thinkers when it comes to online course design. Our Twitter conversation focused on the relationship between OER and open pedagogy. Not surprisingly, our tweets soon became a phone conversation that, in turn, became a draft list of qualities for open pedagogy.
Highlights, Quotes, Annotations, & Marginalia
They are allowed to operate independently and explore with personal freedom. ❧
There is still typically a “thing(s)” they need to learn, a goal they need to reach, or standards that are typically set, so the freedom only goes so far.
August 13, 2018 at 10:48AM
Dr. David Wiley is Chief Academic Officer of Lumen Learning, an organization dedicated to increasing student success, reinvigorating pedagogy, and improving the affordability of education through the adoption of open educational resources by schools, community and state colleges, and universities. He is also currently the Education Fellow at Creative Commons, an Ashoka Fellow, and adjunct faculty in Brigham Young University's graduate program in Instructional Psychology and Technology, where he leads the Open Education Group (and was previously a tenured Associate Professor).
As an academic, Dr. Wiley has received numerous recognitions for his work, including an National Science Foundation CAREER grant and appointments as a Nonresident Fellow in the Center for Internet and Society at Stanford Law School, a Peery Social Entrepreneurship Research Fellow in the BYU Marriott School of Business, and a Shuttleworth Fellow. As a social entrepreneur, Dr. Wiley has founded or co-founded numerous entities including Lumen Learning, Degreed, and Mountain Heights Academy. In 2009, Fast Company named Dr. Wiley one of the 100 Most Creative People in Business.
David was born and grew up in West Virginia. He is an active member of the Church of Jesus Christ of Latter-day Saints (the Mormons). He served a two-year mission for the church in Fukuoka, Japan, and now serves as bishop of a student congregation at Brigham Young University. David lives in Utah with his wife and five children and enjoys hiking, running, playing basketball, listening to and making music, and reading.
Primary blog at https://opencontent.org/blog/
I suppose it should cease to amaze me that educators are so far ahead of the curve on owning so much of their identities and content online. Many seem to be OG IndieWeb. I like the way his primary page sets up his identity and he’s owning at least all of his bigger article output. And then there’s a lovely blogroll on his blog page, with so many names I recognize and several more I’m going to have to add to my own.
As I look at his bio and see Degreed, it reminds me while shadowing Greg McVerry’s EDU 522 course, that I’ve been wanting to own more of my learning online. I’ll have to take a look again at how Degreed is set up from a UI perspective and see what I can glean from it, particularly as it takes data from multiple other platforms and pulls it into it’s own platform in a very PESOS sort of workflow. I wonder if Degreed might take personal websites as a source of content and then be able to add certifications? This might also fit in with using Webmention as infrastructure for doing badges and credentialing.
Summary: David is about to head off abroad for a month. We talk about what’s been happening recently and his plans for his upcoming sojourn.
Recorded: August 5, 2018
IndieWeb Camp NYC–September 28-29, 2018–RSVPs are open now
Micropub Plugin work for WordPress
It will include a Media endpoint
Code for integration with the WordPress REST API
This sketch solution may be an end-around the issue of getting WordPress (or potentially other CMSes) Themes to be microformats 2 compatible, and allow a larger range of inter-compatibility for websites and communication.
I like the ideas of some of these images. Even more interesting to me than the ponderance itself is that Kat has gotten the start of an h-card up on her website! I can see her name and photo now! She’s got a bit more human understandable identity.
This also means that when we use Post Kinds to reply to her, the built-in parser will find her name and photo automatically.
I do notice that it’s missing picking up her website URL properly. I suspect it’s because she left her user profile’s Website field (located at
I saw this and instantly connected to it. I think its really comical. The first week or so of this course I have felt old/out of touch and behind trying to navigate all these sites, and meet expectations. Now that I have a better sense of things I just have all ...
1. Here we have a teacher super excited to find open educational resources.
2. Here we have that same teacher sharing with her friends how she is going to enjoy her snow day on snapchat (thinking it is private).
3. Here we have that teacher making the news.