Interested authors are invited to submit chapter proposals of a forthcoming openly published book, Open Pedagogy: Varied Definitions, Multiple Approaches. Expected to be published in June 2020, the book aims to “examine library/faculty collaborative explorations into open pedagogical practices.”
From the CFP:
The term “open” has been heavily used in the past decade or more and can come with multiple interpretations: open access, open source, open textbook, open pedagogy … In general, “open” within these contexts implies unlimited, free, public access with the ability to manipulate and transform the educational content.
Within the educational realm, we see even greater nuances of “open” in terms of how the access to and adapted creation work together. Our book aims to shed light on four different definitions and how they are applied in a variety of learning experiences.
- Open as in MOOCs – encouraging self-driven learning through massive open online courses
- Open textbooks/resources as core text replacements – saving students money on textbooks while cultivating the benefits of student ownership, accountability, and rigorous learning (via open textbook modification or developing content through research methodologies)
- Student-developed open projects – the product of student learning becomes open and usable by a wide audience
- Open pedagogical design – course design without a clear end product or strict process of learning; learning outcomes are defined, but how the instructor and students arrive at those outcomes is flexible
Interested authors are encouraged to contact the editors at URopenpedagogy@gmail.com to discuss how your ideas may fit within this book’s scope.
Proposals are due by April 28, 2019, 11:59 PM EST.
This post was produced through a cooperation with Bobby Smiley (Editor-at-large for the week), Nickoal Eichmann-Kalwara (Editor for the week), and Caitlin Christian-Lamb, Linsey Ford, Ian Goodale, and Pamella Lach (dh+lib Review Editors).