But You Can’t Do That in a STEM course! | Hybrid Pedagogy

ab1630's bookmarks 2018-06-27

Summary:

"...In A Call for Critical Instructional Design, Sean Michael Morris explains why he doesn’t use traditional rubrics or learning objectives when he teaches. He argues that “participation is an individual choice”; “learner contributions are meaningful content in the course”; and “there are no ‘right’ answers to the questions I’m bound to ask.” Many who teach in the ‘hard’ or ‘natural’ sciences might say: “That is just great for those of you who teach in the humanities, but you can’t do that in a STEM class!” While I consider the work that I’ve been doing with my biology courses a pilot study on a pathway towards more deeply engaged experiments, my experiences using open pedagogy strategies suggests that yes, yes you can. When I was a biology undergraduate years ago, nearly all of my science classes were in large lecture halls. Content was delivered by lecturers, and students spit back answers on multiple choice exams primarily graded by Scantron. We’ve come a long way since then, with many science teachers incorporating more active learning in their courses, developing powerful case studies (check out the National Center for Case Study Teaching in Science), and using jigsaw strategy, discussion groups, peer review, open-ended research projects, co-ops, service-learning, and more. But these active learning strategies, while adding a great deal to the teaching of science, can often still fall short of what I consider to be the most salient and powerful features of open pedagogy. Inspired by the ideas of Robin DeRosa (see Open Pedagogy at the Program Level, and What is Open Pedagogy?), for me, this includes 1) student agency, and 2) a commons-oriented approach to education — both of which encapsulate the ideals of equity, access, connection, and sharing. When we blend the best of what we have learned from those who have labored to transform education with ideas integral to feminist pedagogy, engaged pedagogy, constructivist pedagogy, and critical digital pedagogy, and then embed them in a larger commons paradigm, open pedagogy emerges...."

Link:

http://hybridpedagogy.org/do-in-a-stem-course/

From feeds:

Open Access Tracking Project (OATP) » ab1630's bookmarks

Tags:

oa.new oa.oer oa.education oa.textbooks oa.moocs oa.students oa.faculty oa.open_science oa.stem oa.books oa.courseware

Date tagged:

06/27/2018, 15:27

Date published:

06/27/2018, 11:27