Reflecting on one of this week’s readings, A guide to making open textbooks with students I noted a few parts that particularly stuck out to me. “Disposable assignments” was the defining term, or rather juxtaposition, to what would come to help myself understand what Open Pedagogy and Open Educational Practices (OEP) are (Mays, 2019).

Open Pedagogy and OEP focuses on ensuring learners can not only direct their personal learning, but also the knowledge bases that they derive their learning from (Mays, 2019). This should allow learners to better direct or choose their own paths, as well as further engage with the greater community as one integral part among others. In contrast of creating “disposable assignments”, learners should contribute publicly or to a knowledge base their work, findings, and observations, which I picture as a far more progressive and beneficial method (Mays, 2019). Not only does this encourage more purposeful work, but it also opens ourselves to discussion, criticism, and constructive to whatever audience we choose. Open Pedagogy encourages discussion between peers, with experts, and interested parties of all sorts (Mays, 2019). I think the opportunity (or the gumption to ask) to speak with industry leaders, field experts, and other learning authorities of a topic is something any learner would agree to take, but I think with our current learning culture (placing people on pedestals, fear of being belittled/inferiority), many may shy away from such an opportunity.

Personally, I feel that a significant part of my learning experiences has been conducted through so-called “disposable assignments” – work that I would hardly look back on or take much pride on. The majority of these “disposables” happening back in grade school, but also on occasion in my post-secondary and other educational experiences. However, I don’t always believe these “disposables” are always meaningless, as they can help promote studying habits, scheduling, and perhaps a too accepting… acceptance of the various standardized testing systems I’ve encountered. Yet in a post-secondary or more importantly self-chosen and directed learning environment, having Open Pedagogy and OEPs is important as we endeavor to do what we commit and pay to attain – learning.

Beyond being an exercise in promoting meaningful and self-improving learning, I feel that an OEP focus also contrasts with that of the commonly perceived exclusivity and ‘eliteness’ of higher education and education in general. Knowledge and learning, as well as the associated titles and social value we assign with it, has historically been protected by social elites both knowingly and unconsciously from others less fortunate. Natural and deliberate social barriers have always existed that prevent some from accessing valuable learning resources (e.g. textbooks, tutors, fees, access/knowledge), while enabling others easier access due to socio-economic conditions. On the other hand, relatively recent advancements and changes to education, such as standardized testing, has allowed for merit-based achievement and distinguishing of persons that would be beneficial in certain role within our society. A meritocratic approach to education may seem on-paper the most rational, equal, and win-win decision for individuals and society as a whole, but also limiting and archaic in the Western post-modern, individualistic yet democratic, and perhaps most importantly, populous and advanced society. Almost paradoxically, I feel that OEP can offer more people the opportunity to learn, while also enabling a measure of learning individuality that may be missing from traditional learning environments.

Our cultural understandings of education and pedagogical frameworks/systems have evolved over time, and while we may have many flaws or outdated models of learning, perhaps OEPs represent the next common form of learning that will overcome these issues. Open Pedagogy can offer more learners the opportunity to learn in the direction they want to succeed, rather than just learning as a means for success. I want to ask a somewhat confusing question that I think acts as a litmus test of how we perceive learning and ultimately how we value it as part of our lives.

Do we learn to live, or do we live to learn?

References

Mays, E. (Ed.). (2017). A guide to making open textbooks with students. Rebus Community.