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Wednesday, November 11 • 4:00pm - 4:25pm
Open Pedagogy for Hyflex or Online Learning: Examples from HiEd

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Click here for session SLIDES. For today's presentation, I aim to spend about 2 minutes on the pedagogy section, 10 minutes on the first three examples (slides # 10 - 13), and 3 minutes on the model for incorporating different considerations. This should leave us time to touch on other matters as prioritized by your chat and Q&A.  :)
The presentation slides contain more extensive information, and I hope they may engender continued discussion beyond this session! Contact me at maeve.dion@unh.edu

Session Description:


Whether on campus or online, students can benefit from open education … but only if we design our courses and assignments appropriately to our varied student audiences and their learning conditions. In the current pandemic situation, students’ learning environments may alter throughout the semester or academic year. Principles of open pedagogy and online learning can help us better prepare for the flexibility required in uncertain times.

We need to design participatory models and student engagement activities that facilitate student agency and accessible learning in a multitude of circumstances. This presentation offers some examples from undergraduate, in-class/hybrid courses as well as graduate, asynchronous online courses and adaptations for the hyflex model.

The needs of our different learners also mean that we cannot just establish one curriculum design and use that for all of our open courses. Rather, we should be customizing the curriculum and learning activities based on the pedagogical principles appropriate to the level and expectations of learners, the modality(ies) of the learning experience, and our own fundamental teaching beliefs.

This presentation concludes with a model of one approach for determining appropriate pedagogical theory, principles, and best practices for any given combination of these factors (learners, modalities, teaching philosophies). By demonstration, the particular set of factors underlying the earlier examples of participation/engagement are used to show alignment, but this model can be used to tweak or overhaul curricula based on any chosen set of factors.

Whatever your philosophy of teaching, you have a developed (or developing) teaching identity, and your beliefs/identity can be integrated into an accessible and open approach to teaching and learning.

Learning Outcomes:
  • Explore different options to increase flexibility for participation/engagement when students’ learning conditions change.
  • Consider small or large changes to integrate open pedagogy and more accessible learning in your next class.
  • Discuss a planning technique to help align curriculum design and learning activities with pedagogical principles.
  • Imagine ways to implement open pedagogy in an approach consistent with your own teaching philosophy/identity.

Speakers
avatar for Maeve Dion

Maeve Dion

Assistant Professor of Security Studies, University of New Hampshire
My pedagogical emphases include constructivism, andragogy, collaborative learning, open education, and universal design for learning. I teach cybersecurity and homeland security at the University of New Hampshire, where I direct the online M.S. in Cybersecurity Policy and Risk Management... Read More →


Wednesday November 11, 2020 4:00pm - 4:25pm EST
Concurrent 5
  Practices, Presentation