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Rethinking my practice
When I taught the course that is the focus of the article I am presenting today (Crump, 2018), I set it up as a blended course where the online component was a blog, rather than a closed discussion forum. In previous teaching, I used a more conventional approach, with students submitting a number of learning artifacts to me during the term and then producing a larger piece at the end of the course. With this approach, students were demonstrating their knowledge only to me and learning conversations were limited to teacher-student and peers in the same class. Even though I had been using technology within my teaching, I was doing so within the closed learning management system
Why the shift? Around the same time, I was planning the launch of an open, online, and collaborative peer review journal, J-BILD (Journal of Belonging, Identity, Language, and Diversity). I started reading about open scholarship, the open access principle (Willinsky, 2006)and the public knowledge project (pkp.sfu.ca). This made me question how I was using technology in my teaching to extend learning beyond the contact hours of the class. When I came upon the concept of thinning the classroom walls, it resonated deeply and quickly became one of the core pillars of my teaching.
Crump, A. (2018). Thinning the Classroom Walls: Graduate Student Perspectives on Blogging as Pedagogy. J-BILD, 2(2), 29-52. http://bild-lida.ca/journal/wp-content/uploads/2018/11/JBILD_CRUMP_2_2_2018.pdf
Willinsky, J. (2006). The access principle: The case for open access to research and scholarship. Cambridge, MA, and London, UK: The MIT Press.