"Further to this, Jenkins, Purushotma, Weigel & Clinton (2009), in their book Confronting the Challenges of Participatory Culture: Media Education for the 21st Century, outline the features of a participatory culture." MDL4000 - Winter Term 2.1 along with this image adapted from this work.
This now connects to some reading I'm doing from Catherine Cronin - Opening up Open Pedagogy, where she's defining open learning, open pedagogies. She mentions participatory culture which caught my attention. How do these defining characteristics connect to open pedagogies and assessments.
- low barriers to artistic expression - educators can create and prepare creative lesson designs in a variety of contexts using video, audio, text and iconographic media.
- strong support for creating and sharing with others - in the open educational movement there are many others to reach out to when creating or conceptualizing teaching and learning. The most recognizable forum is in the OER textbook production area. The less active group creating and sharing areas are in syllabus creating and assessment designs, but my experience reaching out to Laura Gibbs for her open assessment design is one such example.
- informal membership - Virtually Connecting is an example of how this works in the open
- what is known is passed from experienced to novice - within the open educational communities, those who are working in open pedagogies are sharing their expertise with those who are shifting their teaching practice. Digital Pedagogy Lab is one such space where experienced and novice work together for a 3-5 day immersive learning experience.
- members believe their contributions matter - for those who engage and support the VC community, they feel that their contributions provide opportunities for access to conference knowledge building conversations.
- members feel socially connected - through the use of social media, members feel they know each other. When they do get to meet in physical contexts, the conversations pick up from those in digital spaces
- not every member must contribute - within open educational communities, there is no pressure to participate, with invitations and opportunities provided where and when individuals are interested or ready to join. The OEORangers is one example of the invitational call which led to the OER Fellows to support and engage those who responded to the invitation to participate at a deeper level.
Are all open pedagogical advocates aware of participatory culture characteristics?
References
Cronin, C. (2017, April 24). Opening up open pedagogies. Retrieved from https://catherinecronin.net/research/opening-up-open-pedagogy/
