How can we teach now in ways we couldn't teach before? How can students learn now in ways they couldn't learn before? What new pedagogies take advantage of the open architecture of the internet and model effective learning design? How can we create deep learning experiences that encourage students to show and share what they know and contribute to the global knowledge commons? This workshop models ways we can eliminate disposable assignments (assignments students complain about doing and teachers complain about grading) and instead create tasks that add value to the classroom and beyond. Come learn what is meant by "open pedagogy" and reimagine new ways you can teach and your students can learn. Real world math has been transformed by technology (because computers can do the computations) in ways that subjects like Real World History & Literature haven’t. While technology will never replace teachers, it has opened doors to new ways of structuring student participation in their own learning and opened windows onto the world in ways that allow us to build in feedback loops for learning from people within and beyond the boundaries of the space and time of the classroom. After wading through examples of concrete student centred learning experiences that reimagine ways teachers think about how they structure the architecture of participation in the teaching of mathematics we will begin to reimagine how each of us might evolve our own open pedagogy.

1. for Teaching
Open
An
Pedagogy
Darren Kuropatwa
Building Learning Communities
Boston, MA; July 2016

2. flickr photo by __MaRiNa__ https://flickr.com/photos/marinadelcastell/
14243957036 shared under a Creative Commons (BY) license
The Parable of The Road

3. flickr photo by Thibault Le Mer | Photography http://flickr.com/photos/
thibault_lemer_pics/14990594447 shared under a Creative Commons (BY-ND) license
The Parable of The Road

4. flickr photo by kevbo1983 http://flickr.com/photos/kevinwhite/1035465020
shared under a Creative Commons (BY-NC-ND) license
The Parable of The Road

5. The Parable of The Road
flickr photo by archangel 12 http://flickr.com/photos/
archangel12/6775428854 shared under a Creative Commons (BY) license

6. flickr photo by Rashley http://flickr.com/photos/rashley/4414409808 shared under a Creative Commons (BY) license
The Parable of The Road

7. Learning
flickr photo by liza31337 http://flickr.com/photos/lizadaly/
2944376209 shared under a Creative Commons (BY) license
making connections
debugging
flickr photo by mikemol http://flickr.com/photos/28208534@N07/4047355843 shared under a Creative Commons (BY) license

8. Try playing with the
sliders in the face I
drew to change this
fellow's expression.
j.mp/desmanface

9. sharing2learn.online@blogger.com

10. 22333

11. The Parable of The Road
flickr photo by archangel 12 http://flickr.com/photos/
archangel12/6775428854 shared under a Creative Commons (BY) license

12. coverage
flickr photo by matt.hintsa http://flickr.com/photos/matt_hintsa/
1795849440 shared under a Creative Commons (BY-NC-ND) license
of learning
steps

13. Influences And Effect Sizes
Related To Student Achievement
With a Cohen's d of 0.09, 54% of the treatment group will be above the mean of the control group (Cohen's U3), 96%
of the two groups will overlap, and there is a 53% chance that a person picked at random from the treatment group
will have a higher score than a person picked at random from the control group (probability of superiority)
Teacher Subject Matter Knowledge: 0.09

14. coverage
practice
flickr photo by matt.hintsa http://flickr.com/photos/matt_hintsa/
1795849440 shared under a Creative Commons (BY-NC-ND) license
stepsof learning

15. Influences And Effect Sizes
Related To Student Achievement
Reciprocal Teaching: 0.74
Feedback: 0.73
With a Cohen's d of 0.74, 77% of the treatment group will be above the mean of the control group (Cohen's U3), 71%
of the two groups will overlap, and there is a 70% chance that a person picked at random from the treatment group
will have a higher score than a person picked at random from the control group (probability of superiority).

16. 37607

17. coverage
practice
flickr photo by matt.hintsa http://flickr.com/photos/matt_hintsa/
1795849440 shared under a Creative Commons (BY-NC-ND) license
of learning
steps

18. coverage
practice
insight
flickr photo by matt.hintsa http://flickr.com/photos/matt_hintsa/
1795849440 shared under a Creative Commons (BY-NC-ND) license
of learning
steps

20. ?

21. solution manuals

22. 21
assignment
the
wiki solutions manual

23. flickr photo by alsojonathan http://flickr.com/photos/
jono2k5/472739449 shared under a Creative Commons (BY) license
text books

25. 37607

26. flickr photo by Rashley http://flickr.com/photos/rashley/4414409808 shared under a Creative Commons (BY) license

27. A non-disposable assignment
Students will revise and remix the core
instructional materials of the class (which are
OER) with other OER and with their own original
work in order to create a small tutorial (in any
medium) on a topic that students in the course
generally struggle with. They will then use their
tutorial to teach the topic to one of their peers.
The best tutorials will be integrated into the
official OER collection or open textbook for use
by other students starting next semester.
via David Wiley
flickr photo by Team Lane http://flickr.com/photos/colleen-lane/
4399378949 shared under a Creative Commons (BY-ND) license

29. flickr photo by Rashley http://flickr.com/photos/rashley/4414409808 shared under a Creative Commons (BY) license

30. The University of British Columbia's class SPAN312 ("Murder, Madness, and
Mayhem: Latin American Literature in Translation") contributed to Wikipedia
during Spring 2008. Our collective goals were to bring a selection of articles on
Latin American literature to featured article status (or as near as possible). By
project's end, we had contributed three featured articles and eight good articles.
None of these articles was a good article at the outset; two did not even exist.
‘‘

31. Teaching (more than just)
writing with Wikipedia
By Eryk (Wiki Ed) - Own work, CC BY-SA 4.0,
https://commons.wikimedia.org/w/index.php?curid=44208207

32. Asking "Does using a wiki improve learning?"
is like asking "Does using a pencil improve writing?"
High School Sucks / Bekah / CC BY-NC 2.0

33. flickr photo by furiousgeorge81 http://flickr.com/photos/furiousgeorge81/177926979
shared under a Creative Commons (BY-NC-ND) license

34. flickr photo by milos milosevic http://flickr.com/photos/
21496790@N06/5065834411 shared under a Creative Commons (BY) license

35. 3 ideas I have
about open pedagogy …
1
2
3
flickr photo by dgray_xplane http://flickr.com/photos/davegray/
147874576 shared under a Creative Commons (BY) license

36. 3 ideas I have about open pedagogy …

38. the strongest idea we have
about open pedagogy …
flickr photo by dgray_xplane http://flickr.com/photos/davegray/
147874576 shared under a Creative Commons (BY) license
todaysmeet.com/openped

39. the strongest idea we have
about open pedagogy …

41. A computer is an instrument
whose music is composed of ideas.
“ Alan Kay

43. flickr photo by xlibber http://flickr.com/photos/xlibber/3423766012
shared under a Creative Commons (BY) license
now go get your
planes in the air ...

44. flickr photo by xlibber http://flickr.com/photos/xlibber/3423766012
shared under a Creative Commons (BY) license
thanks