My Open textbook: Pedagogy and practice; experiences from H817
Tuesday, 6 Aug 2019, 08:45
Visible to anyone in the world
Edited by Tabitha Naisiko, Wednesday, 30 Oct 2019, 14:41
I was
impressed with the title of the activity 17, student co-creation and its corresponding
article of DeRosa (2016), My open textbook: pedagogy and practice. In the first
place, I should confess that engaging students to write a textbook in my
country is still a dream because of lack of facilities, funds and time on both
the teacher and learners. For the learners, this would also depend on which
level, if post-graduate, it may be plausible. However, with my experience in H800 and H817, I
would happily use the approach because it opens the mental windows of the
learners to broadly see I wide perspective of the course. This emanates from
the varied individual contributions, researches, and literature they are exposed
to in the process of making the textbook.
I trust the
course objectives and learning outcomes can be understood better and thus more
acceptability and responsiveness to the course. This is because it is
contexualised in students environment and interests. The feeling I have is that
I got when we got involved in a hand-on in weeks14-19 when making a learning
design studio. Through collaborative and social learning, I felt a more
appreciation of the course and since then, I try more learning technologies and
literature with confidence because of the product we achieved at the end. Besides
being pedagogically sound but promoting digital transformation and empowering
students through academic, relational and networking skills, the approach also
allows mentoring of new scholars this academic reproduction in practice. Although
this seems well structured, I still see some elements of Rhizomatic 15 approach
where learns eventually learn about the course, each other and about each other;
which is referred to as open learning. Thus open textbook results into open
learning as more and more students participate and construct.
On the other hand, as noted by the author, in H817, this approach would be so derailing
for it would take away the freedom of working at an individual pace; which is
also an element of open and online learning. This project seems more practical
to on-campus or face-to-face learners.
My Open textbook: Pedagogy and practice; experiences from H817
I was impressed with the title of the activity 17, student co-creation and its corresponding article of DeRosa (2016), My open textbook: pedagogy and practice. In the first place, I should confess that engaging students to write a textbook in my country is still a dream because of lack of facilities, funds and time on both the teacher and learners. For the learners, this would also depend on which level, if post-graduate, it may be plausible. However, with my experience in H800 and H817, I would happily use the approach because it opens the mental windows of the learners to broadly see I wide perspective of the course. This emanates from the varied individual contributions, researches, and literature they are exposed to in the process of making the textbook.
I trust the course objectives and learning outcomes can be understood better and thus more acceptability and responsiveness to the course. This is because it is contexualised in students environment and interests. The feeling I have is that I got when we got involved in a hand-on in weeks14-19 when making a learning design studio. Through collaborative and social learning, I felt a more appreciation of the course and since then, I try more learning technologies and literature with confidence because of the product we achieved at the end. Besides being pedagogically sound but promoting digital transformation and empowering students through academic, relational and networking skills, the approach also allows mentoring of new scholars this academic reproduction in practice. Although this seems well structured, I still see some elements of Rhizomatic 15 approach where learns eventually learn about the course, each other and about each other; which is referred to as open learning. Thus open textbook results into open learning as more and more students participate and construct.
On the other hand, as noted by the author, in H817, this approach would be so derailing for it would take away the freedom of working at an individual pace; which is also an element of open and online learning. This project seems more practical to on-campus or face-to-face learners.