Faculty Learning Communities (FLCs) are supportive and ongoing discussion groups that allow colleagues to gather from across departments in order to discuss and develop their skills around a specific teaching and learning topic. During the Spring 2018 semester our FLC will focus on open educational practices, with a special emphasis on open pedagogy. Open Pedagogy is both an access-oriented commitment to learner-driven education as well as a process of designing architectures and using tools for learning that enable students to shape the public knowledge commons of which they are a part.

Members of this FLC will meet every 3 weeks (beginning on February 2) and will critically explore and workshop innovative open educational practices and how these might be implemented in one or more of their own courses.

February 2


  1. Wiley, D. (n.d.). Defining the “open” in open content and open educational resources. Retrieved from http://www.opencontent.org/definition/
  2. Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources. Educational Technology. Retrieved from https://upload.wikimedia.org/wikipedia/commons/c/ca/Ed_Tech_Hegarty_2015_article_attributes_of_open_pedagogy.pdf
  3. Morris, S. M., & Stommel, J. (2014). If Freire made a MOOC: Open education as resistance. Hybrid Pedagogy. Retrieved from http://www.digitalpedagogylab.com/hybridped/freire-made-mooc-open-education-resistance/
  4. DeRosa, R., & Jhangiani, R. S. (2017). Open pedagogy. In E. Mays (Ed.), A guide to making open textbooks with students. The Rebus Community for Open Textbook Creation. Retrieved from https://press.rebus.community/makingopentextbookswithstudents/chapter/open-pedagogy/

Pre-meeting Task

We will use the Hypothes.is plugin to annotate our readings. Please click on this link to join our private Hypothes.is group: https://hypothes.is/groups/LMBeAD6x/kpu-flc
Note: Once you have installed the extension in your Chrome browser, check the box that enables “Access to file URLs” for Hypothes.is on the Extensions page. This will enable you to annotate PDF files as well.

Things that came up during our discussion

  • The relative openness of the licenses.
  • Technical openness.
  • What open license are we are most comfortable assigning to our intellectual property (if any)? What drives this choice? In which situations does the license we choose not match our values?
  • What are our biggest fears about open licensing?
  • Applying the Share-Alike clause instead of the NonCommercial clause.
  • Distinguishing OER from OEP, OEP from Open Pedagogy, and Open Pedagogy from OER-enabled Pedagogy
  • Freire’s banking concept of education.
  • Papert’s views on educational technology.
  • What is the role of the educator in the classroom?
  • What does the instructor risk when innovating with open pedagogy?
  • Open is not the opposite of private.
  • Examples of involving students in open textbook creation/adaptation: Robin DeRosa’s Open Anthology of Earlier American Literature (students selecting/curating readings), David Wiley’s Project Management for Instructional Designers (students adapting an open textbook), Rajiv Jhangiani’s Principles of Social Psychology (students using Hypothes.is to share examples, video clips, & other resources relevant to specific theories/concepts), Robin DeRosa’s OpenSem: A Student-Generated Handbook for the First Year of College (students authoring content).
  • Begin to think about an open pedagogy project that you want to play with/workshop during our third or fourth meetings.

Resources we looked at during our meeting

DS4OER course

Teaching in a Digital Age




Made with Creative Commons

Noun Project


Alan Levine’s Flickr photostream

February 23


  1. Dean, M. (2017). What an Open Pedagogy class taught me about myself [Blog post]: https://thechcexplored.wordpress.com/2017/04/26/what-an-open-pedagogy-class-taught-me-about-myself/
  2. Vanasupa, L., Wiley, A., Schlemer, L., Ospina, D., Schwartz, P., Wilhelm, D., Waitinas C., & Hall, K. (2016). What does it mean to Open education? In P. Blessinger & T. J. Bliss (Eds.), Open Education: International Perspectives in Higher Education. Cambridge, UK: Open Book Publishers: https://www.openbookpublishers.com/htmlreader/978-1-78374-278-3/ch10.xhtml#_idTextAnchor026
  3. Bali, M. (2016). Advice for content-independent teaching [Blog post]: http://www.chronicle.com/blogs/profhacker/content-independent-teaching/62493

Pre-meeting task

Please visit the website http://assignments.ds106.us/, browse through the assignment bank, and choose at least one of the assignments from there that you will complete between our second and third sessions (I will ask you to briefly describe your chosen assignment during our second meeting).

March 16


April 6