“A focus on content. This may be anything from committing to use OER material, textbooks and OA articles (aiming primarily to reduce costs for students). That model can be complicated to apply if insufficient high quality materials exist for one’s subject matter, or if choosing this route implies lack of content from marginalized populations. A more pedagogically-focused extreme would involve having students curate their own content or create their own textbook (for example, what Laura Gibbs calls “untextbook”, Kris Shaffer calls “critical textbook”, and Kate Bowles calls “content, it’s us” after the rhizomatic learning work of Dave Cormier, and what I call in my practice: content-independent teaching). The latter aims to empower students to construct their own knowledge, but may need some scaffolding depending on students’ incoming critical digital literacies, and again runs the risk of missing valuable material if it is not easily available online, because “the internet is like having a classroom made of glass where students can look outside easily – but outside needs to be rich enough for that exercise to be useful”. For example, if you care that students are exposed to diverse perspectives or authors, this may not automatically happen without scaffolding.” - Maha Bali, PhD, Associate Professor of Practice Center for Learning and Teaching, The American University in Cairo
Go check out the article at Year of Open
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