Mind, this is about Learning
In April 2017 Pete Cannell and I have a paper at OER17 called Mind the Gap, it is concerned with lifelong learning and the role of free open online resources in filling in and creating routes into learning for those distanced from it, and more broadly reflects on the gaps within those journeys as local authorities colleges retreat from this space and Third Sector organisations look to fill those structural holes as best they can. I selected the title for its double meaning, to be careful, and to remember and keep it in our minds. It was only when I started to listen to Rosa Murray at the recent forum organised jointly by Learning for Sustainability Scotland (LfSS) and OEPS on shared values, my use of to mind’ means ‘to recollect’ and this use is a particularly Scottish thing .
Rosa touched on her work with Rowena Griffiths, asking us to consider whether we “mind enough”; suggesting the need for us to explore what a “pedagogy of minding” looked like (here are the slides). The workshop was about sustainability, and the role of openness and open practices in supporting learning for sustainability. Most attendees were “at home” in this space and looking to learn from OEPS about openness. In the self-organised afternoon discussion groups three clusters emerged:
- How to use openness in teacher education, how to make it meaningful and engaging in ways that align to their values;
- How and/or will openness transform education, and if it does what will it look like;
- How to open up content to use and reuse.
Big questions, questions that often surface when considering open educational practices. However, the focus on sustainability and equity and social justice did draw out some different issues. In particular, there were questions around who is empowered by openness and ensuring that openness and putting stuff online is not used as an argument for withdrawing support for other activities. For me this went back to what Rosa said about shared values, and minding. She suggested there was a particular Scottish focus on sustainability as a question of equity and social justice. For LfSS minding is about learning to care about the world, to mind about inequalities.
Concern about the world, care for the environment, has moved from the margins to the mainstream, to a point where every pupil in Scotland is “entitled” to learn about sustainability. As a movement OER/OEP is a long way from this, more people are using open resources, but do more people care. Is it something to care about, what are the things we ought to care about, and what would a pedagogy of minding about openness look like? An approach to education that plays on the distinctive Scottish sense of minding, of saying “I mind”, a sense between remembering, caution and caring.
Honestly, I have no answers, but I think openness is at the heart of a pedagogy of minding, as both a something that goes in as a value, and is an outcome of caring. If I look at Joe Wilson’s blog post about the UNESCO European Regional Consultation on OER and even further back to the work done on the Open Scotland Declaration, I see the articulation of a particular Scottish approach to openness. As the OER/OEP community looks forward, perhaps it is useful to take a side glance at the work done on sustainability, as the focus on values, and minding, might suggest a way forward.