Open has provided us with new ways of constructing higher education, but at the same time has been mapped onto many of our existing artefacts and systems such as textbooks, design processes such as ADDIE, and course publishing models. The textbook has been a prominent focus in the discourses and practices of open. Textbooks “mediate the structure of knowledge on the one hand, and the performance of teaching and learning on the other….At the same time, however, textbooks contain a deep contradiction. They are today’s mediation of yesterday’s knowledge in the light of educational projections about tomorrow” (Hamilton, 2003). We suspect a similar contradiction applies to textbooks and open pedagogies. While open licensing enables certain pedagogical practices, what other aspects of the textbook need to be rethought in the context of open pedagogies and practices?
In rethinking the textbook, we propose the idea of the “untextbook” and will facilitate a set of group processes to explore it further.
This session will challenge participants to be creative about the idea of the “untextbook” as conceptualized with its use in open pedagogy (Cronin, 2017) from the start. How can we build open pedagogy into the design of the “untextbook” resource itself so that students can contribute more effectively? How can the “untextbook” challenge traditional structures, roles and hierarchies within learning environments? How then would we consider the purpose, structure and inclusion of content? How would it be used in the mediation of knowledge, teaching and learning? Would it stimulate a rethinking of learning resources and learning design? Could an “untextbook” prioritize other forms of expression such as visual thinking, comics, or other alternate forms and combinations? Finally we need to consider how an “untextbook” could be developed and sustained over time. Could an “untextbook” be built and owned by a community with global perspectives and voices? How could the community be formed and what would define membership? How do we maintain currency and usability without it coalescing into yet another “finished” artefact?
The ideas generated in this session will provide input for an all day collaborative sprint that aims to begin creating an “untextbook” on critical instructional design at the Cascadia Open Education Summit in April in Vancouver, BC. Participants will work in small lightning round tables to unpack the provocations posed and will be invited to contribute notes, recordings, and conversations to explore the different representative cultural and global perspectives on knowledge and pedagogy. Online collaboration tools will be used to capture these artefacts for broader representation beyond the conference and participants will be invited to situate themselves in the final resource as they wish.
In this 60 minute open spaces session we will be using the critical questions outlined in the proposal to provoke discussion and idea sharing. Participants will be organized into smaller groups to engage with the themes of open pedagogy, open knowledge structures and sustainable community involvement. Participants will help create a shared vision for the creation of alternative models of traditional resources and ideas will be captured in a variety of modalities.
Cronin, C. (2017). Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education. The International Review of Research in Open and Distributed Learning, 18(5). doi:http://dx.doi.org/10.19173/irrodl.v18i5.3096
Hamilton, D. (2003). Instruction in the making: Peter Ramus and the beginnings of modern schooling. Accessed at http://www.leeds.ac.uk/bei/Education-line/browse/all_items/152133.html