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Krysta McNutt, Open Education Lead

Centre for Teaching and Learning, University of Alberta

Open Pedagogy �Community of Practice

August 24, 2021

Kingfishers eat mainly fish, chiefly minnows and sticklebacks, but they also take aquatic insects, freshwater shrimps and tadpoles.
They close their eyes as they dive into the water, so they are fishing blind! They bob their heads before diving to accurately judge the depth of the fish.
Kingfisher courtship occurs in spring. The male will approach the female with a fish in his beak. He will hold it so that the head of the fish is facing outwards and attempt to feed it to the female. If he is unsuccessful he will simply eat the fish himself. He may have to repeat this feeding behaviour for some time before mating occurs.
A kingfisher pair dig a nest tunnel in vertical, sandy river banks. The nest chamber at the end has a slight depression to prevent eggs rolling out, but no material is brought into the nest.
The first clutch of 6-7 eggs is laid in late March or in early April. Each chick can eat 12-18 fish a day meaning the adults may catch over 120 fish each day for their brood.
Chicks are fed in rotation. Once a chick is fed, it moves to the back of the nest to digest its meal, causing the others to move forward.
Once out of the nest, the young are fed for only four days before the adults drive them out of the territory and start the next brood. 2-3 broods are often raised in a breeding season.
The design of a kingfisher’s beak is aerodynamically efficient, allowing it to dive from its perch, towards its prey, with maximum speed and minimum splash. In fact, the beak design is so clever that the front of many Japanese bullet trains are modelled to mimic it.

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Welcome!

�

You can find a post-recorded version of our CoP webinar content below: �

Introduction to Communities of Practice
Introduction to Open Pedagogy

Kingfishers eat mainly fish, chiefly minnows and sticklebacks, but they also take aquatic insects, freshwater shrimps and tadpoles.
They close their eyes as they dive into the water, so they are fishing blind! They bob their heads before diving to accurately judge the depth of the fish.
Kingfisher courtship occurs in spring. The male will approach the female with a fish in his beak. He will hold it so that the head of the fish is facing outwards and attempt to feed it to the female. If he is unsuccessful he will simply eat the fish himself. He may have to repeat this feeding behaviour for some time before mating occurs.
A kingfisher pair dig a nest tunnel in vertical, sandy river banks. The nest chamber at the end has a slight depression to prevent eggs rolling out, but no material is brought into the nest.
The first clutch of 6-7 eggs is laid in late March or in early April. Each chick can eat 12-18 fish a day meaning the adults may catch over 120 fish each day for their brood.
Chicks are fed in rotation. Once a chick is fed, it moves to the back of the nest to digest its meal, causing the others to move forward.
Once out of the nest, the young are fed for only four days before the adults drive them out of the territory and start the next brood. 2-3 broods are often raised in a breeding season.
The design of a kingfisher’s beak is aerodynamically efficient, allowing it to dive from its perch, towards its prey, with maximum speed and minimum splash. In fact, the beak design is so clever that the front of many Japanese bullet trains are modelled to mimic it.

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What is a Community of Practice?

Open Pedagogy Community of Practice | August 24, 2021�University of Alberta, Centre for Teaching and Learning

This work is licensed under a Creative Commons Attribution 4.0 International License.

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Today’s Jamboard Link

Kingfishers eat mainly fish, chiefly minnows and sticklebacks, but they also take aquatic insects, freshwater shrimps and tadpoles.
They close their eyes as they dive into the water, so they are fishing blind! They bob their heads before diving to accurately judge the depth of the fish.
Kingfisher courtship occurs in spring. The male will approach the female with a fish in his beak. He will hold it so that the head of the fish is facing outwards and attempt to feed it to the female. If he is unsuccessful he will simply eat the fish himself. He may have to repeat this feeding behaviour for some time before mating occurs.
A kingfisher pair dig a nest tunnel in vertical, sandy river banks. The nest chamber at the end has a slight depression to prevent eggs rolling out, but no material is brought into the nest.
The first clutch of 6-7 eggs is laid in late March or in early April. Each chick can eat 12-18 fish a day meaning the adults may catch over 120 fish each day for their brood.
Chicks are fed in rotation. Once a chick is fed, it moves to the back of the nest to digest its meal, causing the others to move forward.
Once out of the nest, the young are fed for only four days before the adults drive them out of the territory and start the next brood. 2-3 broods are often raised in a breeding season.
The design of a kingfisher’s beak is aerodynamically efficient, allowing it to dive from its perch, towards its prey, with maximum speed and minimum splash. In fact, the beak design is so clever that the front of many Japanese bullet trains are modelled to mimic it.

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COMMUNITY��Relationships built through discussion, activities & learning

PRACTICE��Body of knowledge, methods, stories, tools developed

DOMAIN��Area of shared interest & key issues

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Peripheral

Occasional

Active

Core�Team

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What is Open Pedagogy?

OEP?

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OER ← . → OEP

Teaching with OER → Resources

Activities� Assessments

Evaluation

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Content-centric

Teacher-centric

Pedagogical

Process-centric

Learner-centric

Social justice focused�(economic, cultural, political)

Bali, Cronin, Jhangiani (2020)

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Participatory Technology

Attributes of Open Pedagogy

People, Openness, Trust

Connected Community

Innovation and Creativity

Sharing, Ideas, and Resources

Peer Review

Learner

Generated

Reflective Practice

Hegarty, 2015

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Nascimbeni and Burgos (2016) on OEP:��Our definition of the Open Educator is the following:�

An Open Educator choses to use open approaches, when possible and appropriate, with the aim to remove all unnecessary barriers to learning. He/she works through an open online identity and relies on online social networking to enrich and implement his/her work, understanding that collaboration bears a responsibility towards the work of others.

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Valuing

social learning

Challenging traditional�teaching role expectations

Developing

digital literacies

Balancing

privacy and openness

Cronin, 2017

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Cronin & MacLaren (2018)‘s view on the relationship between Open Educational Practices (OEP) and open pedagogy:�

We consider open pedagogy to be a subset of OEP; while open pedagogy embodies a critical approach and emphasis on context, it is focused on teaching and learning as compared with broader aspects of scholarship.�

Cronin (2017) on OEP:�

Collaborative practices that include the creation, use, and reuse of OER, as well as pedagogical practices employing participatory technologies and social networks for interaction, peer-learning, knowledge creation, and empowerment of learners.�

Pascevicius (2017) on OEP:�

Teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, the selection of teaching resources, and the planning of activities and assessment. OEP engage both faculty and students with the use and creation of OER, … and support participatory student-directed projects.�

Weller (2017) on OEP:�

Open educational practice covers any significant change in educational practice afforded by the open nature of the internet.

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Nascimbeni and Burgos (2016) on OEP:�

An Open Educator implements openness along four main activities. He/she:�

Implements open learning design by openly sharing ideas and plans about his/her teaching activities with experts and with past and potential students, incorporating inputs, and transparently leaving a trace of the development process.�
Uses open educational content by releasing his/her teaching resources through open licenses, by facilitating sharing of his/her resources through OER repositories and other means, and by adapting, assembling, and using OERs produced by others in his/her teaching.�
Adopts open pedagogies fostering co-creation of knowledge by students through online and offline collaboration and allowing learners to contribute to public knowledge resources such as Wikipedia.�
Implements open assessment practices such as peer and collaborative evaluation, open badges, and e-portfolios, engaging students as well as external stakeholders in learning assessment.�

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Next Meeting: November 16, 1:00pm - 3:00pm Mountain

Krysta McNutt, Open Education Lead, Centre for Teaching and Learning, University of Alberta

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Community of Practice�

Gherardi, S. (2009). Community of Practice or Practices of a Community? In The SAGE Handbook of Management Learning, Education and Development (pp. 514–530). SAGE Publications Ltd. https://doi.org/10.4135/9780857021038.n27

Gray, B. (n.d.). Informal Learning in an Online Community of Practice. 12.

Li, L. C., Grimshaw, J. M., Nielsen, C., Judd, M., Coyte, P. C., & Graham, I. D. (2009). Evolution of Wenger’s concept of community of practice. Implementation Science, 4(1), 11. https://doi.org/10.1186/1748-5908-4-11

Nerantzi, C. (n.d.). A personal journey of discoveries through a DIY open course development for professional development of teachers in Higher Education. 18.

Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business School Press.

Wenger-Trayner, É. (2008). Communities of practice: Learning, meaning, and identity (18th printing). Cambridge University Press.

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Open Pedagogy and Practices

Arinto, P. B., Hodgkinson-Williams, C., & Trotter, H. (n.d.). OER and OEP in the Global South: Implications and recommendations for social inclusion. 16.

Baker, F. W. (2017). An Alternative Approach: Openness in Education Over the Last 100 Years. TechTrends, 61(2), 130–140. https://doi.org/10.1007/s11528-016-0095-7

Bali, M., Cronin, C., & Jhangiani, R. S. (2020). Framing Open Educational Practices from a Social Justice Perspective. Journal of Interactive Media in Education, 2020(1), 10. https://doi.org/10.5334/jime.565

Bonica, M. J., Judge, R., Bernard, C., & Murphy, S. (2018). Open Pedagogy Benefits to Competency Development: From Sage on the Stage to Guy in the Audience. 19.

Cronin, C. (2017). Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education. The International Review of Research in Open and Distributed Learning, 18(5). https://doi.org/10.19173/irrodl.v18i5.3096

Cronin, C., & MacLaren, I. (2018). Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices. Open Praxis, 10(2), 127. https://doi.org/10.5944/openpraxis.10.2.825

Cronin—2017—Openness and Praxis Exploring the Use of Open Edu.pdf. (n.d.).

Hegarty, B. (2015). Attributes of Open Pedagogy: A Model for Using Open Educational Resources. EDUCATIONAL TECHNOLOGY, 12.

Jhangiani, R. S. (2017). Pragmatism vs. Idealism and the Identity Crisis of OER Advocacy. Open Praxis, 9(2), 141. https://doi.org/10.5944/openpraxis.9.2.569

Nascimbeni, F., & Burgos, D. (2016). In Search for the Open Educator: Proposal of a Definition and a Framework to Increase Openness Adoption Among University Educators. The International Review of Research in Open and Distributed Learning, 17(6). https://doi.org/10.19173/irrodl.v17i6.2736

Oliver, M. (2015). From openness to permeability: Reframing open education in terms of positive liberty in the enactment of academic practices. Learning, Media and Technology, 40(3), 365–384. https://doi.org/10.1080/17439884.2015.1029940

Paskevicius, M. (2017). Conceptualizing Open Educational Practices through the Lens of Constructive Alignment. Open Praxis, 9(2), 125. https://doi.org/10.5944/openpraxis.9.2.519

Paskevicius, M., & Irvine, V. (2019). Open Education and Learning Design: Open Pedagogy in Praxis. Journal of Interactive Media in Education, 2019(1), 10. https://doi.org/10.5334/jime.512

Tietjen, P., & Asino, T. I. (2021). What Is Open Pedagogy? Identifying Commonalities. The International Review of Research in Open and Distributed Learning, 22(2), 185–204. https://doi.org/10.19173/irrodl.v22i2.5161

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