Open pedagogy is often forwarded as a solution to the failures of traditional education to be inclusive of students from non-Western cultures and other student populations that have been systemically silenced in and excluded from the academy. Yet substantial research gaps exist regarding OER-enabled pedagogy, including how it connects and conflicts with traditional models of academic integrity and how it may function in practice for historically oppressed student populations. After a brief review of foundational theories, attendees will work in groups to create an inventory of values and practices associated with traditional and open pedagogies and academic expectations, followed by discussion focused on how these impact students from different cultures in a globalized learning context. They will be encouraged to reflect on how they might begin to address these complexities with students in a way that centers marginalized students, particularly those less familiar with Western academic culture. Finally, attendees will have an opportunity to work collaboratively on crafting language that can help students understand these complex negotiations of giving credit and intellectual property, all while learning in an educational system not designed for openness.
The goals of the session include the following learning outcomes: Explore the possibilities and potential of OER and academic integrity working together to support student learning, as well as the tensions and complications that exist between OER and academic integrity; Consider the implications related to power, privilege, and equity that OER and academic integrity have in a globalized learning context; Engage with several foundational strategies for clarifying ethical expectations in the classroom and supporting students in their ongoing process of understanding scholarly writing. Attendees will leave with several resources, including: Academic integrity syllabus statement template for courses using OER-enabled pedagogy; A starter pack of resources for open educators to begin exploring academic integrity and culturally inclusive education.
