Open Pedagogy Ch 5, 6, & 7 Reflections by Amanda Hurford

2026-02-26 16:37:42 UTC

I am a big fan of localization, of taking a generic, openly licensed text and remaking it with students to reflect the local context, their lived experiences, and their ways of knowing. That can be a monumental task though, but a small change could be starting with the images, replacing generic stock photos with photos students take.

2026-02-26 20:33:26 UTC

I can't always anticipate what students will need help with when presented with a new tool. Sometimes tools that I've struggled to learn seem friction-free for my students; sometimes they get tripped up on tools I've found intuitive. To mitigate that, I try to have the first "assignment" using the tool be something low-stakes (ungraded) and preferably in-class. The first time, they're learning the tool; after that we add the content. For example, if I want students to use mentimeter, I might have them introduce themselves on the first or second day of class with a little presentation using that tool.

2026-02-26 20:35:54 UTC

It helps when selecting tools to think about how students might use that tool beyond our course. Incorporating a new tool can be time-consuming for me, and potentially frustrating for students. If I'm confident that it will build their transferrable skills or give them experience with something they might be expected to use later down the line, that makes me more willing to invest the time / effort.

2026-04-01 23:11:09 UTC

I want to bring in more voices from the Global South, women of color in executive leadership, and community-based leaders who don't fit the traditional corporate mold. Ethics and leadership look different depending on where you're standing. Expanding that lens doesn't just benefit underrepresented students — it makes every student a more complete thinker and a more effective leader.

2026-04-01 23:11:39 UTC

I can start with the reading list. Auditing who I'm citing and whose cases I'm using costs nothing but intentionality. I can also introduce one case study per session that centers on a leader navigating systemic inequity — not as a "diversity topic" but as a core leadership and ethics challenge.

2026-04-01 23:12:26 UTC

Basic digital literacy is the foundation, but more importantly, students will need to understand the purpose behind the tools — why annotating publicly or sharing their thinking openly has value. I'll need to orient them not just to the mechanics but to the mindset. That's where scaffolding becomes essential.

2026-04-01 23:12:44 UTC

Energized, honestly — and a little humbled. This framework has given me language for things I've been doing intuitively, while also holding up a mirror to the gaps. I don't feel overwhelmed because I'm not starting from zero. I'm building on a foundation that's already there.

2026-04-01 23:13:02 UTC

My biggest question is around assessment. If I'm moving students toward renewable, publicly facing work, how do I grade it fairly and transparently in a way that honors both rigor and creativity? I want to explore ungrading and alternative assessment models more deeply as I continue developing EMBA 531.

2026-04-08 17:11:50 UTC

One perspective that may be missing is a stronger emphasis on student voice and lived experiences in computing and technology. I can also include more real-world industry perspectives, such as guest speakers or case studies from diverse professionals in IT and computer science. In addition, I would like to incorporate more global and inclusive perspectives on how technology is used in different communities and industries. Another area is explicitly addressing accessibility, ethics, and social impact of computing in the syllabus content.

2026-04-08 17:12:30 UTC

The tool I am interested in enhances the student learning experience by making complex concepts more interactive, visual, and engaging. It allows students to actively explore content rather than only reading or listening, which improves understanding and retention. By providing immediate feedback and hands-on practice opportunities, the tool helps students identify mistakes early and learn from them in real time.