I had the opportunity to present at a symposium recently. I was trying out a new workshop and is often the case I went on too long. I wasn’t able to use the part of the workshop that I was most interested in, the part that was to address some “wicked questions” in regards to open pedagogy, using the model provided by liberating structures found here.
Something wicked this way comes
Life is not binary. It is not black and white. There is a lot of grey, and to be honest, it is in the grey that great things can happen. At its base, a wicked question is one that does not have an easy answer. It forces us to acknowledge and sit in the grey. Their value is the conversation and innovation that can come from sitting down and wrestling with these questions. An example might be:
“How can I raise my kids to value family and make it a priority while at the same time raising them to be fiercely independent”
There is a lot of power in the space between the two perspectives addressed in the question, isn’t there?
Open Education sucks (or does it?)
I have a habit of seeing my glass as half full, in fact, I’ve been accused of seeing my glass as spilling over. For me, it is important to force myself to see the other side. Open is not the cure-all I want it to be. It has its issues that surround:
- Student agency
- Student choice
- Student construction
- Faculty engagement
In a later post, I may start unpacking some wicked questions I have with Open Education but until then, what do you think are some of the wicked questions that need asking from the list above?