How might educators open their pedagogy, toolkits, and perspectives toward disruptive and transformative professional learning? This question will motivate Remi’s remarks about how the blended boundaries of 21st century learning make possible open education. Specifically, Remi will address divergent and promising interpretations of open education by discussing: a) educator practice of critical digital pedagogy; b) methods of collaborative inquiry as afforded by emerging technology platforms and social practices; and c) possibilities for a more equitable and transformative social contract for schooling, teaching, and learning.
Curated Notes
