Page:The battle for open.pdf/21

 and the internet are causing a shift from a pedagogy of scarcity to one of abundance. Many of our existing teaching models (the lecture is a good example) are based around the starting assumption of access to knowledge being scarce (hence we gather lots of people in a room to hear an expert speak). Abundant online content changes this assumption. A pedagogy of abundance focuses on content, however, which is an important, but not sole element in the overall approach. Perhaps it is better to talk of a pedagogy of openness. Open pedagogy makes use of open content, such as open educational resources, videos, podcasts, etc., but also places an emphasis on the network and the learner’s connections within this. In analysing the pedagogy of MOOCs (although open pedagogy is not confined to MOOCs), Paul Stacey (2013) makes the following recommendations:


 * Be as open as possible. Go beyond open enrolments and use open pedagogies that leverage the entire web, not just the specific content in the MOOC platform. As part of your open pedagogy strategy use OER and openly license your resources using Creative Commons licenses in a way that allows reuse, revision, remix, and redistribution. Make your MOOC platform open source software. Publish the learning analytics data you collect as open data using a CC0 license.


 * Use tried and proven modern online learning pedagogies, not campus classroom based didactic learning pedagogies which we know are i­ll-​­suited to online learning.


 * Use ­peer-­​­to-​­peer pedagogies over ­self-​­study. We know this improves learning outcomes. The cost of enabling a ­network of peers is the same as that of networking ­content – ­essentially zero.