In this alt-format, audience members will view a digital story within the 7 minutes allowed, with 2-3 minutes after the viewing for audience reactions ( i.e. a 4 minute story). More than the application of visuals with a soundtrack, digital storytelling has roots within the 1960s democratized culture of folk music and cultural activists (Lambert, 2006) and reflects an affinity with openness, broadly defined.This digital story will explore through images, script, and music a multi-modal questioning of the following: Why openness? How does the legacy system of education and its technologies influence our thinking today? What is openness as it is *about to be*? Through a digital story, these questions will encourage viewers to engage with the “complicated conversation” (Pinar, 2012, p.186) that openness and its relationship to pedagogical theorizing evokes.
For Pinar (2011) a complicated conversation involves “…conversation in which interlocutors are speaking not only among themselves but to those not present, not only to historical figures and unnamed peoples and places they may be studying, but to politicians and parents dead and alive, not to mention to the selves they have been, are in the process of becoming, and someday may become” (p.43). These conversations ask you to “place yourself in the space between” (Aoki, 2003, p. 8); this is the space shared among educators, students, and the processes of learning.
Tensions hide between and under the surface of OER tweets, blogs, reports, and research; these tensions ask hard questions as part of these complicated conversations. Exploring this relationship to community and the liberating aspects of media, this digital story will also respond to the question of, Why NOT openness?
Participants will view a digital story within the 7 minutes allowed; 2-3 minutes after the viewing will be for audience reactions ( i.e. a 4 minute story).
Aoki, T. (2003). Locating living pedagogy in teacher “research”: Five metonymic moments. In Hasebe-Ludt, E., & Hurren, W. (Eds). Curriculum Intertext Place, Language, Pedagogy (pp. 1-9). New York: Peter Lang.
Lambert, J. (2006). Digital storytelling: Capturing lives, creating community. Berkeley, CA: Digital Diner.
Pinar, W. (2011). “From autobiography to allegory”. In What is curriculum theory? New York: Routledge.
Pinar, W. F. (2012). What is curriculum theory? London: Routledge.