This week’s reading is challenging and full of novel concepts and examples, and I note that the authors use Open Pedagogy as a new academic term for how the use of OER is changing pedagogy in the context of the broader open ecosystem, stating that “when teachers use OER, we not only save students textbook costs: we also have a direct impact on students’ ability to enroll, persist, and successfully complete courses. (David Wiley & Linda Williams, 2016)”, I agree with this, when I first started studying at university, some of my courses required me to purchase textbooks that sold for around $100 CAD each and usually I would only use these books for one semester before they went unused, which for me was really It was really an expensive cost of study for me, on the flip side. When using OER, it is easier to find what the teacher expects us to read, rather than using the textbook table of contents to find it on our own. Open Educational Practices have been a great inspiration to me， there are two examples： “Encourage students to apply their expertise in service to their communities Collaborate with nonprofit organizations to create opportunities for students to apply their research or marketing skills” and“Adapt or remix the OER with your students.”(Coolidge et al., 2017) The first example was deeply felt in my economics class last semester, when two students published two historical documents in a famous local magazine with the help of the teacher. Another example I found surprising was that the students could also participate in the teacher’s OER production, which greatly improved the students’ motivation to learn.
References：
John Hilton III, Lane Fischer, David Wiley, and Linda Williams, “Maintaining Momentum Toward Graduation: OER and the Course Throughput Rate.” International Review of Research in Open and Distributed Learning 17, no. 6 (December 2016), http://www.irrodl.org/index.php/irrodl/article/view/2686/3967.
Coolidge, A., Andrzejewski, A., Ashok, A., Hyde, A. E. Z. W., Squires, D., Higginbotham, G., Barrett, I. with A., Ward, J., Moore, M., Nicholson, M., Jhangiani, R., DeRosa, R., Burns, S., Wagstaff, S., Robbins, T., & Robin DeRosa, director of interdisciplinary studies at P. S. U. & R. J. (2017, August 29). Open pedagogy. A Guide to Making Open Textbooks with Students. Retrieved July 19, 2022, from https://press.rebus.community/makingopentextbookswithstudents/chapter/open-pedagogy/
Thanks for the post, Lucas. I am glad to see that you are seeing that Open Pedagogy goes beyond free textbooks, although that is usually what brings people in. As you stated, Open Pedagogy projects can motivate students to learn more and produce better work.
If you were to think back to your last few years of study, can you identify an assignment you did that could have been improved by using the concepts of open pedagogy? You’ll look more at that idea in Topic 4.
Thanks for the feedback, I think some of the classes I’ve taken before the teacher was reluctant to divide the scope of the exam, and at the time I was thinking it would be interesting if the students could suggest a final or midterm scope division so the teacher could see what the points of interest to the students were.
Very well written! I agree with your idea that open learning and shared resources are a cost savings for all. And students and teachers working together to create OREs not only increases student interest, but also makes the resources more accessible to other students!
I agree with you. Student participation in OERs is an effective way to increase students’ motivation to learn; and I think the OERs also provide another opportunity for some students from poor families to succeed.