{"id":298,"date":"2023-03-19T22:29:28","date_gmt":"2023-03-19T22:29:28","guid":{"rendered":"http:\/\/blog.mscde.education.ed.ac.uk\/katemolloy\/?p=298"},"modified":"2023-03-19T22:29:30","modified_gmt":"2023-03-19T22:29:30","slug":"educational-closures-through-an-open-lens","status":"publish","type":"post","link":"http:\/\/blog.mscde.education.ed.ac.uk\/katemolloy\/2023\/03\/19\/educational-closures-through-an-open-lens\/","title":{"rendered":"Educational Closures through an Open Lens"},"content":{"rendered":"\n
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“It is precisely in this way that an uncritical championing of openness fails to adequately analyse educational closures.” <\/p>\n(Bayne et al. 2015. pp. 247-250)<\/cite><\/blockquote>\n\n\n\n

In the forums for this block, Jeremy Knox posed the question: “What do you think Bayne et al. (2015) mean by educational ‘closures’? And what has that got to do with ‘openness’?” I had highlighted the quote in my reading, as I found myself struggling to find the ‘openness’ in the course I am currently taking. <\/p>\n\n\n\n

For the purposes of this block, I chose the\u00a0Inclusive STEM Teaching Project<\/a>\u00a0MOOC on edX that started just as this block did as it was of interest to my work on inclusion. The course was created by Boston University and spans six weeks to help instructors develop inclusive learning environments in STEM subjects. Aside from the asynchronous content, reflective activities, and discussion board topics, it also provides participants with the chance to join interest groups based on identity. I have dabbled with these course platforms in the past and found the discussion spaces to be generic and not very reflective of a learning community.\u00a0<\/p>\n\n\n\n

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