Topic 3

After reading topic three, I found the transformative significance of open pedagogy methods, and content filtering can also cause fairness and privacy issues. In addition, the design principles of the self-learning space bring positive ideas. Topic three has aroused my thinking about education on a more profound level.
In the article, A Guide to Making Open Textbooks with Students, Elizabeth Mays(2017) defined that open pedagogy as a place where theories about learning, teaching, technology, and social justice exchange with each other and provide information for the development of educational practices and structures. According to Ed. Elizabeth Mays definition, assuming that I am an instructor, I would like to use educational technology to promote interpersonal relationships, advocate collaboration and connection between teachers and students. At the same time, it would support democracy, express personal ideas, and create an open learning environment. With this method, learners can have equal opportunities for higher education and reduce the burden of resources such as textbooks or other kinds of paper supplies which motivates learners to persist in completing the course and achieving success.
In the post, Filtering content is often done with good intent, but filtering can also create equity and privacy issues, Chris Gilliard and Hugh Culik(2016) mentioned the problem of network filtering and restricting teaching. They exemplified and explained to us that network filtering plays a vital role in preventing malware and viruses. However, just like the students in the case, community college students are easily restricted from accessing the school website when searching for information and finding some resources.
According to the Learning spaces by Inge Kral and Robert G. Schwab (2012), the resources generated by family education practice lie in literacy learning in schools, which can be connected with the design principles of local learning spaces. By observing the people around them to master theoretical knowledge, autonomous learning to master practical knowledge and participating in the discussion to gain experience, this learning method makes it easier for learners to absorb knowledge. These factors limit the implementation of teaching, and the privacy teaching method is unfair to many people. Looking to the future, educational technology should be updated and implanted with open and clear teaching methods to help students achieve their goals.

 

 

Mays, E. (Ed.). (2017). A guide to making open textbooks with students. Rebus Community.
Gilliard, C., & Culik, H. (2016, May 24). Digital Redlining, Access, and Privacy. Common Sense Education.
Kral, I. & Schwab, R.G. (2012). Chapter 4: Design Principles for Indigenous Learning Spaces. Safe Learning Spaces. Youth, Literacy and New Media in Remote Indigenous Australia. ANU Press. http://doi.org/10.22459/LS.08.2012