A Pedagogy of ‘Small’: Principles and Values in Small, Open, Online Communities

Innovation in open teaching and learning has become increasingly attentive to the commercial potential for scaling up as witnessed by the growth of massive open online courses (MOOCs) since 2012 (Urrea, Reich, & Thille, 2017). This attention intensifies under conditions of austerity and disruption, as both educational institutions and their technology company partners search for new markets and new means of profitable operation, targeting learners locally and across the world to whom education can be delivered with maximum efficiency and minimum cost. Drafting open pedagogy into this effort is troubling and invites us to revisit poorly-cited open education theories from the 1970s (see Rolfe, 2016) in order to understand the ecologies that shape open learning in the present.
open education, open pedagogy, pedagogy of small
Elias, T., Ritchie, L., Gevalt, G., & Bowles, K. (2020). A Pedagogy of ‘Small’. http://dx.doi.org/10.1163/9789004422988_017