Being an online learner has it’s fair share of challenges, so it is always refreshing reading frameworks on how online learning is in a continual state of growth/evolution. Bates (2019) discusses that there is a search for pedagogical and organizational frameworks to support OER’s (open education resources). Within the MALAT program we have had access to online textbooks, which helps cut cost for the student and having the books online aid in the convenience of online learning . With that being said, Bates pointed out that “Instructors are reluctant to move away from expensive commercial first year textbooks”, which is really interesting as this is the first course I have taken without spending thousands in books. I would like to see some statistics of courses that have used textbooks opposed to the courses without. The question of whether or not open pedagogy is a useful construct was interesting as it explained how we arrived at: “open university” – Open to people, Open to places, Open to methods and open to ideas. I see this model in RRU, U of C and even the college I work at has an “open door, open minds” slogan. So seeing this type of research pool into other institutes is quite telling as it shows that this question is asked by many other levels of academia. It was refreshing and honest to read Bate’s writing as it weighed out so many different facets in open education, both the positives and negatives.
As a class, we have been required to read Merrill (2002) before, but every time I review the principles of instruction, I feel I learn something new. Seeing the instructional design theories tied in with Bates discussion on open pedagogy was like seeing Merrill’s article in a new light as I was able to apply a new perspective regarding how learning is being promoted. I have no doubt there will be more advancements and research into online learning and what style/theory is best, so reading these articles at the end of the program would be interesting to see what stood the test of time.
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.