Tag Archives: open practice

Open Pedagogy – A view from a distance⤴

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I’ve been thinking on and off for the last few days about the fascinating discussions going on around Open Pedagogy. Maha Bali has curated a diverse and thought provoking series of posts on the topic here and has organized a hangout to discuss What is Open Pedagogy? later today. Other than commenting on a few blog posts here and there, I haven’t contributed much to this debate and it’s taken me a little while to figure out why.

To some extent this is bound up with a post I wrote last week What do you do? That post is an off the cuff reflection prompted by my first attempt to make a start on my CMALT portfolio, but it does relate, if only tangentially, to the question of open pedagogy too. I think one of the reasons that I’ve felt slightly distanced from the open pedagogy discussions is that to my mind pedagogy is intrinsically bound up with the theory and practice of teaching and although I’ve worked in Higher Education for years, I’ve rarely been involved in teaching and I have never considered myself to be a teacher or an academic. This is one of the issues I was trying to grapple with, all be it facetiously, in my What do you do? post. I’ve very rarely taught staff or students, though I do hope that people have learned things from me along the way. I do help to support teaching and learning, but even then, I’m several steps removed from the pedagogy and the teaching process. I don’t do teaching so I’ve always felt I don’t really do pedagogy either.

What I do consider myself to be is an education practitioner. I participate in the process and practice of education and hopefully, some way further down the line, this contributes to teaching and pedagogy. Perhaps more importantly for my own personal and professional identity, I see myself as an open practitioner. I try very hard to practice my profession in the open, I try to learn from other open practitioners, I try to listen and learn and engage, and I try to be guided by the principals of openness and inclusivity.

This is why I identified so strongly with the questions Josie asked in her blog post Waves not Ripples

“I’m suspicious of the current distinction between open pedagogy and open practice, and in particular, how little explanation is being given to the privileging or even just use of the term pedagogy over the term practice. Is the use of pedegogy being used as shorthand for educational practice? Is it being used to underline the importance of formal education, or the primacy of teaching? Why not open heutagogy? Is it being used as a form of interpellation, a signal to include and exclude specific groups within open education? What is wrong with ‘practice’? How do we benefit from continuing to insist on a break between theory and practice, or theory and politics? Is this distinction as harmful as the disavowal of the relationship between the personal and the political?”

Josie’s questions also called to mind the point Amber Thomas made in her wonderful blog post Perhaps I’m not one, which I linked to from my earlier post. Amber’s blog post is primarily a reflection on what makes a learning technologist, but she also includes this thought, which still resonates with me three years later.

“And another thing: I’m not an academic and I don’t teach. I consider myself to be a para-academic. (Like a paralegal, or a paramedic ). I have a particular skillset which has a place in universities. I’ve lost count of the number of sessions I’ve been in at elearning conferences over the year where the presenter asks “how many people in the room actually teach?”. Cue a few hands raised and the majority looking down at their feet, embarrassed, as if the 5/10/15 years experience in education counts for nowt. Universities are multi-professional places and learning technologists, in all their flavours, have a rightful place at the table. People like me shouldn’t have to pretend to be something we’re not.”

Like Amber, I’m not an academic and I don’t teach, so I’m not sure how much I can contribute to discussions about pedagogy. It’s not that I’m disinterested, far from it, it’s more that when people talk about pedagogy is often feels like they’re talking about something I don’t do, something I haven’t thought deeply enough about.

Of course that may simply be a massive misconception on my part, but there’s no denying that I tend to feel I have more to contribute to discussions about open practice, policy and politics than discussions about open pedagogy. Josie asks whether open pedagogy is being used as a signal to include and exclude specific groups within open education. I’m not sure I would go as far as to say that I feel excluded, but I do feel slightly distanced.

I don’t know how to draw this post to a sensible conclusion, because I don’t really know if I have one, but I suspect I’ll continue thinking about these issues of identity, experience, inclusion and exclusivity for some time to come. And perhaps if I can joint the hangout later today I’ll find out whether there is anything I can contribute to the discussions about open pedagogy, and whether this feeling of distance is just a misconception on my part after all.

A view from a distance