2024-2025: Open/Access Pedagogy (FLC.OAP)
Open/Access Pedagogy: Openness and accessibility are often touted as ideals that we should strive for in our pedagogy, but what do these concepts actually mean? And what can they mean for our classrooms, for our students, and for ourselves?
The advent of digital technologies has created the potential for instant, (nearly) free-of-cost sharing of knowledge on a massive scale, and yet so many barriers to the sharing of knowledge remain in place. How can we contribute to breaking down these barriers (physical, financial, social/cultural, linguistic, etc.) in our scholarship, in our creative practice, and in our teaching?
We invite you to join our upcoming Faculty Learning Community: Open/Access Pedagogy (FLC.OAP) in which we will explore the worlds of open-access publishing, open educational resources, and open pedagogy as paths toward making higher education more accessible, decolonizing the curriculum, and developing radically inclusive pedagogies. We hope that you’ll join this year-long community with curiosity and a commitment to collaboration across disciplines as we investigate what it means for pedagogy to be open and accessible.
This FLC aims to collaboratively develop a resource that examines and/or models possible modes of making art and design higher education more accessible. As a requirement of completion, each participant will contribute to this collective resource. The final format of this resource will be determined by the learning community, but possibilities include an article published in iteratio (the CTL’s open-access journal) or a collection of open educational resources.
