The Pedagogics

Introduction to FOSS Pedagogy

“Critical pedagogy goes beyond situating the learning experience within the experience of the learner: it is a process which takes the experiences of both the learner and the teacher and, through dialogue and negotiation, recognizes them both as problematic... [It] allows, indeed encourages, students and teachers together to confront the real problems of their existence and relationships...” Smith, M. K. (2000)


FOSS is a free and open educational resource for faculty, students, and self-learners around the world. It is software, which is liberally licensed to grant the right of users to study, change, and improve its design through the availability of its source code. This concept coincides with the new philosophy of the web, in that users are contributing as much content as they consume. This is especially evident in blogs, pod casts, and Wikis, which support the distribution of ideas and improvements on technology. Free Open Source Software, is rapidly becoming a widely used resource for educators worldwide. Several applications such as Claroline, Moodle, OpenAdmin allow teachers or education organizations to create and administrate e-learning courses online. Also there are innovative programs available for K-12 students, such as Inspiration, Open Office, and GIMP which helps students to visually represent thoughts, create and organize ideas to strengthen critical thinking and writing skills. As art educators, the implementation of FOSS and Internet access in the classroom, not only offers a wealth of resources for independent research, it also exposes the student to a world full of art and artifacts that will ultimately enhance their educational experience.

In discussing the pedagogical fundamentals of using FOSS in the art room, we must first address the population of students in relation to technology and visual culture in the classroom. In the online article, “Synching Up With the iKid,” Josh McHugh notes that,

“Teachers in every strata of education are increasingly dealing with a student population that is not only more wired than before, but also grew up in a techno-drenched atmosphere that has trained them to absorb and process information in fundamentally different ways. Smart schools -- and smart educators -- are scrambling to figure out how to use [digital] tools and information [to research and develop] distribution techniques to reach and excite young minds.” McHugh, J.

As art educators who are open to the use of technology in the classroom, we not only are the learning designers, but we also learn to design lessons around life. Through the incorporation of digital technology and visual culture available online, we can transform traditional teaching methods by embracing the available resources, to reach the multi-tasking minds of our students, by actively engaging them in the learning process. There are currently several philosophies of teaching which address this issue of integration of technology with traditional learning objectives.



Please see the additional posts on several pedagogical theories (Learning Centered, Project Based, Connectivism) on this blog for more information.



The integration of FOSS in the art classroom has many advantages and avenues to explore in the pedagogical sense. Basically, through the incorporation of digital technology, use of open source software, access to the Internet, and utilization of educational applications, teachers will be able to add a new dimension to traditional learning. Some of the objectives for the integration of technology in the classroom include:

• Free idea sharing via bulletin boards or blogs, allows for a constructivist approach to learning, where students can collaborate on research or projects.

• Unlimited resources and information, teaches students to utilize various research methods, refine organizational skills, hone their ability to decipher visual messages and sort out reliable and pertinent information.

• Online classrooms or communities provide a ‘safe haven’ for students, and provides them with a personalized learning environment.

• Incorporation of online activities create active learning and participation, which engages a student’s attention and promotes social involvement and communication.

• Use of technology in the classroom modifies the teacher’s role to allow for closer working relationships with students.



As art educators who incorporate digital technology in the classroom, we transform traditional teaching methods by embracing the available resources of FOSS and the Internet, to enhance a student's learning experience through active participation and creative imagination. FOSS is a valuable resource that is affordable and it allows for the freedom to share information and ideas world wide. Please visit the other topics for more information and additional resources.

Thank you.

posted by The Pedagogics @ 9:08 PM