Trades education lends itself nicely to the philosophy of OER and OEP. Students are involved in the creation of their own hands-on skills from many sources during their apprenticeships. However, some apprentices pursue a life in trades due to difficulties they may have had in standard formal education. By utilizing the same model of an […]
About this contribution The aim of this contribution is to provide a resource for instructional designers to use with educators and students to trigger reflection on practice and identify the opportunities open education could bring to learning and teaching. It also aims to build related capacity and capabilities to make informed changes to practice where […]
Anthropology, Co-Inquiry, and Open Pedagogy As postsecondary institutions evolve towards greater inclusivity, accessibility, and diversity, open educational practices are an opportunity to address flaws in traditional learning design. Co-inquiry has always been central to anthropological research; the discipline’s main methodology of participant-observation positions interlocuters as critical collaborators in our fieldwork. The importance of collaborative knowledge […]
Asking students to contribute their work to an open collection sends a very different message than having them complete a “throw-away” assignment that they’ll never use or look at again. It says that their work has value. The collection they build might be an essential resource for those without access to commercial materials. It can […]
Learning design programs and research often focus on the work done within educational institutions, particularly post-secondary institutions (Figure 1). As a result, the models and practices associated with work-integrated learning have been overlooked. Instead, the practice of learning design within workplace settings is instead often guided by intuition, personal experience, and anecdotes (Giacumo & Breman, […]