A primary goal of #edu407 is is to be inclusive to our community of readers and writers, with the most varied and diverse backgrounds possible. As such, we are committed to providing a friendly, safe and welcoming environment for all, regardless of gender, sexual orientation, ability, ethnicity, socioeconomic status, and religion (or lack thereof).
From our earliest iterations I moved on to including a code of conduct in our #openpedagogy classes
You interact with this class from your own domain where you publish your data. This might be a blogger account, a wix page, or a WordPress blog but this LMS can't collect your data. You have the right to delete your data at any time.
I actually contrained platform choice by saying I would only provide technical support for WordPress. Privacy and Open are hard and the more platform choice you give the harder it is for the instructor to teach students how to be both private and open
Think about each other when sharing information. Critical feedback helps us grow but keep that to our private stream. Use our public comments on each others blogs to encourage growth of the learner and the community.
If you are a student in my class I will always file for IRB (institutional Review Board)even if you choose to publish much of your data in the open. I will never know if you agreed to be in a study until after grades are submitted.
Even if your data is technically public I will always ask for approval before direct quoting or including any artifact you make in class as part of a study
By definition students are a more vulnerable population. While I received an exemption every time I always file an IRB. I never know who is in the study until after grades are submitted
7. No Notification Policy
When in class I would never ask you not to have a laptop or cell phone. That contains way more computing power than we took to the moon. I do ask for attention. So do a lot of companies who drill into your brain through notifications.
This is new. I want students to understand that being connected and hyper connected are not the same thing. You can be present when building a web presence
You are expressively forbidden to complete any activity or interact with any other person in this class while operating a vehicle. Doing so puts others at risks and therefore falls under unacceptable behavior. Plus its illegal (in Connecticut), so there is that too.
I had to add a no driving policy. While I always try to be positive and not write CoCs in the negative I wanted to be explicit after a number of students noted working on class during their drive commute
This Code of Conduct is distributed under a Creative Commons Attribution-ShareAlike license. Portions of text derived from the Django Code of Conduct and the Geek Feminism Anti-Harassment Policy. Retrieved on November 22, 2016 from http://
This is a remix of the Glitch CoC, which is itself a remix
OER make possible the shift from a primarily student-content interaction to an arrangement where the content is integral to the student-student and student-instructor interactions as well.
In addition to safety and privacy, another challenge relates to the idea that students will be putting work into the public commons that might reflect poorly on them because it is not polished or sophisticated.
Which is why I never require my students to opnely license material or use a product that only allows for open or public domain license. Privacy through data empowerement
If we think of OER as just free digital stuff, as products, we can surely lower costs for students; we might even help them pass more courses because they will have free, portable, and permanent access to their learning materials. But we largely miss out on the opportunity to empower our students, to help them see content as something they can curate and create, and to help them see themselves as contributing members to the public marketplace of ideas.
OER invite faculty to play a direct role in making higher education more accessible.
Knowledge consumption and knowledge creation are not separate but parallel processes, as knowledge is co-constructed, contextualized, cumulative, iterative, and recursive.
In this way, Open Pedagogy invites us to focus on how we can increase access to higher education and how we can increase access to knowledge– both its reception and its creation. This is, fundamentally, about the dream of a public learning commons, where learners are empowered to shape the world as they encounter it.