I've given a couple of talks (and blogged) around a pedagogy of abundance. In these I was exploring what abundance in terms of content might mean for education, and whether we had appropriate pedagogies, when most of our learning theories have been built on an assumption of content-scarcity.
For my digital scholarship book I made this the chapter that looks at the teaching element of Boyer's scholarly functions. I have now redone that chapter and published it as an article in the Spanish Journal of Pedagogy
Note – the journal isn't open access, but I'm trying to explore the green, or self-archiving route of OA, so I got agreement to release it myself under a CC license. So you can download it from the OU repository.