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Call for Proposals: Open Pedagogy: Varied Definitions, Multiple Approaches

We’re excited to invite chapter proposal submissions for a forthcoming openly published book, tentatively titled Open Pedagogy: Varied Definitions, Multiple Approaches. The book, which will examine library/faculty collaborative explorations into open pedagogical practices, will be publishedthrough the Rebus Community, a Montreal-based non-profit that is developing an open model for publishing.

Focus of the Book:

The term “open” has been heavily used in the past decade or more and can come with multiple interpretations: open access, open source, open textbook, open pedagogy … In general, “open” within these contexts implies unlimited, free, public access with the ability to manipulate and transform the educational content.

Within the educational realm, we see even greater nuances of “open” in terms of how the access to and adapted creation work together. Our book aims to shed light on four different definitions and how they are applied in a variety of learning experiences.

Open as in MOOCs – encouraging self-driven learning through massive open online courses

Open textbooks/resources as core text replacements – saving students money on textbooks while cultivating the benefits of student ownership, accountability, and rigorous learning (via open textbook modification or developing content through research methodologies)

Student-developed open projects – the product of student learning becomes open and usable by a wide audience

Open pedagogical design – course design without a clear end product or strict process of learning; learning outcomes are defined, but how the instructor and students arrive at those outcomes is flexible

We seek chapters focused on library/teaching faculty collaborations that explore the intersecting roles and desired outcomes that each partner contributes toward student learning in an open environment.

Book Structure:

This book will be grounded in several theoretical chapters that situate the idea of “open” in a social, economic, political, and learner-centered context. The book will include four main sections highlighting examples of collaborative work between library staff and teaching faculty.

We welcome chapters that focus on practical, creative, and collaborative approaches to any one of these categories of open pedagogy: What turned your attention to open? What problem were you trying to solve? What ideas did you generate to solve that problem? Who was involved? What roles did each partner take? What was the result? How did learning in an open way benefit instructor(s) and students? What practical and ethical considerations were at play? What might you do the same, better, differently next time?

Underlying Learning Experiences with this Book:

Please consider submitting a chapter proposal for a forthcoming openly published book, tentatively titled Open Pedagogy: Varied Definitions, Multiple Approaches. The book, which will examine library/faculty collaborative explorations into open pedagogical practices will be publishedthrough the Rebus Community, a Montreal-based non-profit that is developing an open model for publishing.

Focus of the Book:

The term “open” has been heavily used in the past decade or more and can come with multiple interpretations: open access, open source, open textbook, open pedagogy … In general, “open” within these contexts implies unlimited, free, public access with the ability to manipulate and transform the educational content.

Within the educational realm, we see even greater nuances of “open” in terms of how the access to and adapted creation work together. The book aims to shed light on four different definitions and how they are applied in a variety of learning experiences.

Open as in MOOCs – encouraging self-driven learning through massive open online courses

Open textbooks/resources as core text replacements – saving students money on textbooks while cultivating the benefits of student ownership, accountability, and rigorous learning (via open textbook modification or developing content through research methodologies)

Student-developed open projects – the product of student learning becomes open and usable by a wide audience

Open pedagogical design – course design without a clear end product or strict process of learning; learning outcomes are defined, but how the instructor and students arrive at those outcomes is flexible

The editors seek chapters focused on library/teaching faculty collaborations that explore the intersecting roles and desired outcomes that each partner contributes toward student learning in an open environment.

Interested? To read more, see the full version of the Call for Proposals and the rubric they plan to use for evaluation and selection purposes.

Proposals are due by April 28, 2019, 11:59 PM EST and can be submitted to https://form.jotform.com/90576024994163

  • Contributors will be notified of their status (acceptance or rejection): June 3, 2019
  • Deadline to submit the first draft of accepted chapters: July 21, 2019, 11:59 PM EST
  • Estimated length of chapter: 2,500–4000 words
  • Projected publication date: June 2020

Thank you,

Kim Davies Hoffman (Head of Outreach, Learning and Research Services, University of Rochester)

Alexis Clifton (Director of Open Teaching and Learning, SUNY OER Services, SUNY Geneseo)

Editorial Board:

Robert Berkman

Robert Berkman
Eileen Daly-Boas
Lev Earle
Joe Easterly
Moriana Garcia
Kristen Totleben

For more information contact:

Michelle Costello
Education and Community Engagement Librarian
Milne Library
SUNY Geneseo
(585) 245-5788