Through these three readings this week, I have a deeper understanding and ideas about distributed and open learning. In the past, our education system mainly granted knowledge to students offline. In face-to-face lectures, instructors can indeed observe the learning status of each student more intuitively. Due to COVID-19, our courses have been converted to online courses most of time. Frankly speaking, the development of distributed and open learning is like an industrial revolution for the entire education system.
ROBIN DEROSA and RAJIV JHANGIANI were said, “Open Pedagogy,” as we engage with it, is a site of praxis, a place where theories about learning, teaching, technology, and social justice enter into a conversation with each other and inform the development of educational practices and structures. Mays, E. (Ed.). (2017). Open schools are considered to be “schools without walls”, or schools with individualized education. Under the premise of facing the whole society through the promotion of OEP and OER, schools and communities should be more closely integrated and become a part of community public services. Now the education system needs to recognize and advocate that education is not limited to the classroom space. Any place can become a learning space, and this scope can even be expanded to any country, city, or corner in the world. Let everyone (whether to get credits or want to learn a skill) to learn and grow through MOCC. In the gradual formation of overall experience and personal consciousness, individuals can come into contact with public life and even society, and this Aspects of education are face-to-face teaching and cannot be taught directly.
I also paid attention to a paragraph in the article’s . Even though 67% of college students in Florida and 54% of those in British Columbia[14] cannot afford to purchase at least one of their required course textbooks, we more readily attribute their inability to complete assigned readings to laziness and entitlement than to unaffordability. Mays, E. (Ed.). (2017). This reminds me of the issue of Aboriginal education in Australia in the article by Kral and Schwab. We often blame people’s low literacy level on their inaction. Forget about whether they are facing financial challenges, learning equipment, or fear of integrating into an environment they are not familiar with. Open learning is like Aladdin’s magic lamp. The first gift is to get more equitable access to educational resources. Combining the ideas of Gilliard and Culik in the article, the public should have full rights to use freely without paying additional fees, and to modify the content of open educational resources to meet the needs of different regions.
By promoting open learning is looking forward to providing students and self-learners with multiple learning channels, so that everyone can have equal and free access to knowledge, conduct self-learning, and achieve the goal of self-improvement. The reason why I strongly support the promotion of open learning is that when we were working on the Pod Project, the theme we explained was to introduce solutions to learning for deaf students. In our in-depth research materials, we found that when deaf students conduct face-to-face courses, the learning efficiency and the course schedule are often completely mismatched due to various factors. So online courses are easier to use solutions, such as tools for the hearing impaired and options to pause, rewind or slow down lecture videos. Open learning programs can also promote these technical skills related to many occupations. For example: online research, word processing, video production, email communication, social networking, and software production.
Reference:
Coolidge, Amanda, et al. “Open Pedagogy.” A Guide to Making Open Textbooks with Students, The Rebus Community for Open Textbook Creation, 29 Aug. 2017, press.rebus.community/makingopentextbookswithstudents/chapter/open-pedagogy/.
“ Chapter 4: Design Principles for Indigenous Learning Spaces. .” ANU, The Australian National University, 11 Apr. 2019, press-files.anu.edu.au/downloads/press/p197731/html/ch04.html?referer=&page=10#toc_marker-11.
“Digital Redlining, Access, and Privacy.” Common Sense Education, 6 Nov. 2019, www.commonsense.org/education/articles/digital-redlining-access-and-privacy.