According to Madland (2020), the fundamental goals of higher education are the following: creating new knowledge, sharing new knowledge, and providing services for the good of the economy. Looking into these goals, some educators may say that it is too idealistic and it is impossible to achieve. However, with today’s advanced technology, I believe that these goals can be attainable and it is therefore realistic. In connection to this, I believe that the educators of the 21st century can best attain these goals through the concept of Open Pedagogy and creating learning spaces.
According to DeRosa & Jhangiani (2017), Open Pedagogy is a site of praxis where theories on learning, teaching, technology, and social justice are discussed. In other words, in Open Pedagogy, the learners can also be creators of information and not just simply a consumer of it. DeRosa & Jhangiani (2017) shared various open educational practices that educators can use to apply Open Pedagogy. Among the examples of educational practices given by the authors, I noticed that engaging the students in public chats with authors or experts can achieve the three fundamental goals of higher education. For instance, when students converse with practitioners in the field, they will have the opportunity to contribute new knowledge. More so, public chats make the studentsā learning experience a dialogic experience. Additionally, engaging the students in public chats will also allow them to share their knowledge. Since public chats can be seen by everyone, other learners can read the dialogue between the students and the experts and learn from it. Lastly, engaging the students in public chats with authors is already an act of providing a service for the community. Being part of conversations in academic and transdisciplinary work is tantamount to contributing to OERs, one way to enhance knowledge commons.
In addition to Open Pedagogy, learning spaces can also help the educators attain the fundamental goals of higher education. Learning spaces refer to a place where teaching and learning occur. With the advancement in technology, it became possible for educators to create learning spaces in virtual environments. More so, Kral & Schwab (2012) suggested that digital learning spaces can be designed to create a space where learners learn. In this learning space, the educators are not ābossesā because they recognize their learners as autonomous. In this learning space, the facilitators also work collaboratively and respectfully with their learners. Because the facilitators demonstrated how collaboration work, the learners know how to share new knowledge to other learners. More so, the learning space can also encourage the learners to learn something that can be beneficial to the community. Consequently, the learners will be inspired to put their theories into practice. Hence, just like Open Pedagogy, learning spaces can help the educators attain the goals of Higher Education.
Learning about Open Pedagogy and learning spaces made me wonder about the learners who have no internet connection at all. How can they be accommodated by open pedagogy and learning spaces if they have no access to the internet? Additionally, I am also wondering about the situation of those who have no idea how to use technology. Can they be accommodated by open pedagogy and learning spaces even if they do not know how to use the internet?
References
DeRosa, R., & Jhangiani, R. W. (2017). Open pedagogy. In Guide to making open textbooks with students. Retrieved from https://press.rebus.community/makingopentextbookswithstudents/chapter/open- pedagogy/
Kral,Ā I., & Schwab,Ā R.Ā G. (2012).Ā Learning spaces: Youth, literacy and new media in remote Indigenous Australia.
Madland,Ā C. (2020).Ā Topic 3 (July 16-21). http://teaching.madland.ca.Ā https://teaching.madland.ca/edci339-july20/home/topic-03