Open Education and Creative Commons

Image of mountain climbers
Image Source: The Hog’s Back by Shaylor Flickr.com CC

My greatest takeway from Clint Lalonde’s presentation (2018) is that open education and creative commons licenses encourage the fundamental traits of sharing, kindness, and respect.

As a teacher, I aim to model the qualities I want to encourage in my students. If I want to encourage sharing, I need to also share. In Lalonde’s presentation he shares a student’s experience whose professor made students purchase the book they authored. Through these actions, the professor portrays themselves as the sole authority on the topic and students will quickly lose respect.

This reminds me too of my experiences as a new teacher. In my quest to build a collection of resources some of the more experienced teachers would keep their resources or activities under literal lock-and-key.  Now, as a teacher with more experience, I find that by sharing resourcing I also gain more knowledge and perspective through the professional dialogue that arises from discussing the resources and activities.

Along this similar vane, I appreciated learning about the share-alike request of the creative commons license. This is appealing as it again encourages the philosophy that seems to have spurred the orgination of the creative commons licence, to share knowledge. Through any journey, we gain by supporting the sharing of knowledge.

Reference

Lalonde, C. (2018). Into the great wide open [Video file]. Royal Roads University, School Education & Technology, 2018 MALAT Virtual Symposiumhttps://ca.bbcollab.com/collab/ui/session/playback/load/822e24b327fb446fb5458d18bba3416e

 

 

Questions upon questions

Questions by A BOB list at Flickr.com

In our Introduction to Critical Research and Writing course we’ve briefly addressed the topic of research questions. However, it wasn’t until our session with George Veletsianos that I could briefly witness how the process of developing and responding to questions takes place.

The way in which he paused and asked for clarification after each question was a reminder to me to not rush into the search for answers. Particularly, I noticed that he used deliberate pauses to consider the phrasing and implications of the question. He also frequently responded to the orgininal question with more clarifying questions. These skills help to ensure that the correct question can be answered correctly. In hindsight, this makes perfect sense. Of course you need to understand the question to answer it!

In reflecting on this presentation, I realize that as a new grad student I’m so thrilled by the potential for learning and applying new skills or ideas, that I sometimes hurry past the question phase. I look forward to practicing this skill in the courses to come.

Reference

Veletsianos, G. (2020). Questions about Research for George Veletsianos [Audio recording]. Retrieved from https://bluejeans.com/playback/s/PES97xtVyEHk1N21CMu2Nf6cWuxkum7cyWE7yZV9PPdarszJA4QnOQtZNBqC2oid