All About oer and Renewable assignments
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Introduction to Open Pedagogy
OVERVIEW OF SECTIONS
INTRODUCTION
The use of Open Educational Resources in the classroom creates new possibilities for more collaborative, innovative, and participatory teaching and learning practices. This introductory module explores the concept of open pedagogy and related practices that underpin renewable assignments and how these can benefit student learning, faculty, and institutions.
Prerequisite:
To make the most out of this module, you should have a foundational understanding of Open Educational Resources. If you are not familiar with this concept, we recommend you to visit the All About OER course on this website before proceeding.
Learning Objectives
By the end of this module, you will be able to:
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Define open pedagogy
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Define related terms: OER-enabled pedagogy and Open Educational Practices
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Discuss the attributes of open pedagogy
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Identify benefits of open pedagogy for student learning, faculty and the institution
Using OER in classrooms can provide educators a gateway to engage in open pedagogy, an approach to teaching to learning that encourages students to take part in knowledge creation. However, open pedagogy can be difficult to define as there are different ways to interpret it.
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Watch the short video below to learn more about open pedagogy and related concepts.
ATTRIBUTES OF OPEN PEDAGOGY
Aside from using OER in the classroom, what other factors do we need to successfully implement open pedagogy and engage students as creators of knowledge?
In this section, we present the 8 attributes of the open pedagogy proposed by Hegarty (2015). Each of these attributes are interconnected and contribute more broadly to Open Educational Practices:
BENEFITS OF OPEN PEDAGOGY
Open pedagogy promotes innovation, collaboration and sharing with the use of participatory technologies and openly licensed resources. It can bring a number of benefits to student learning, faculty and institutions alike.
Click on each button for more information.
Open pedagogy encourages collaboration among peers (i.e., students with students, faculty with faculty), but also across different members of the institution (i.e., faculty with librarian, faculty with students). How can you capitalize on such collaborative opportunities to help you improve teaching and learning?
MODULE SUMMARY
In this module, we defined open pedagogy as the process of engaging with students as creators of information and knowledge. Students participate actively in their learning by collaborating with peers and creating artifacts that can be shared openly with audiences within and outside of their classroom. By empowering students as learners and creators, open pedagogy also creates opportunities to improve teaching practices.
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We also explored different perspectives on open pedagogy: ​
OER-enabled pedagogy takes a more specific approach to implementing open pedagogy, where the teaching and learning practices are made possible by the 5R permissions of OER.
Open educational practices on the other hand consider how the use of OER and the sharing of teaching practices can benefit student learning and improve education more broadly.
While OER is an essential component of open pedagogy, the successful implementation of this pedagogical approach also requires other factors. The eight attributes of open pedagogy encourage “openness” in teaching and learning, where members of a connected community (i.e. classroom) share ideas, resources and feedback, encouraging collaboration, innovation, participation and reflection in a technology-mediated environment.
Finally, open pedagogy brings many benefits to student learning, faculty, and the institution by combining the advantages of using openly licensed educational resources and the advantages of engaging in "openness" in a broader sense.
Resources
Here are optional resources to learn more about open pedagogy:
General resources
DeRosa, R. & Jhangiani, R. S. (2017). Open pedagogy. In L. Mays (Ed.), A Guide to Making Open Textbooks With Students, Rebus Foundation.
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DeRosa, R. & Robison, S. (2017). From OER to open pedagogy: Harnessing the power of open. In Jhangiani R. & Biswas-Diener R. (Eds.), Open. Ubiquity Press.
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Elder, A.K. (2019). Open Pedagogy. In The OER Starter Kit. Ames, IA: Iowa State University Digital Press.
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Wiley, D., & Hilton III, J. L. (2018). Defining OER-enabled pedagogy. International Review of Research in Open and Distributed Learning, 19(4).
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Attributes of open pedagogy
Blomgren, C. (Producer). (2017). The Eight Attributes of Open Pedagogy [Audio podcast]. Multiply K-12 OER Project.
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Hegarty, B.(2015). Attributes of Open Pedagogy: A Model for Using Open Educational Resources. Educational technology, July–August 2015, 3-13.
REFERENCES
Bates, T. (2019). Chapter 11.4 Open pedagogy. Online Learning and Distance Education Resources. https://www.tonybates.ca/2019/09/26/chapter-11-4-open-pedagogy/
BCcampus. (n.d.). What is Open Pedagogy? Retrieved November 13, 2021, from
https://open.bccampus.ca/what-is-open-education/what-is-open-pedagogy/
Blomgren, C. (Producer). (2017). The Eight Attributes of Open Pedagogy [Audio podcast]. Multiply K-12 OER Project. Retrieved from http://bolt.athabascau.ca/index.php/podcast/the-eight-attributes-of-open-pedagogy/
DeRosa, R. & Jhangiani, R. S. (2017). Open pedagogy. In L. Mays (Ed.), A Guide to Making Open Textbooks with Students, Rebus Foundation. Retrieved from https://press.rebus.community/makingopentextbookswithstudents/chapter/open-pedagogy/
DeRosa, R. & Robison, S. (2017). From OER to open pedagogy: Harnessing the power of open. In Jhangiani R. & Biswas-Diener R. (Eds.), Open. Ubiquity Press. http://doi.org/10.5334/bbc.i
Elder, A.K. (2019). Open Pedagogy. In The OER Starter Kit. Ames, IA: Iowa State University Digital Press. https://iastate.pressbooks.pub/oerstarterkit/chapter/open-pedagogy/
Hegarty,B.(2015).Attributes of Open Pedagogy: A Model for Using Open Educational Resources. Educational technology, July–August 2015, 3-13. https://upload.wikimedia.org/wikipedia/commons/c/ca/Ed_Tech_Hegarty_2015_article_attributes_of_open_pedagogy.pdf
Levina, C. (2017a). Open Pedagogy I: Attributes of Open Community [Video]. YouTube.
https://www.youtube.com/watch?v=jkjAZmLmlxE&t=1s
Levina, C. (2017b). Open Pedagogy II: Attributes of Open Practice [Video]. YouTube.
https://www.youtube.com/watch?v=2LAAUAU4x44
The Learning Portal. (2021). OER Toolkit: Collaborating.https://tlp-lpa.ca/oer-toolkit/collaborating
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McGill, L. (2013). Benefits of Release and Use. OER Synthesis and Evaluation.
https://oersynth.pbworks.com/w/page/46067080/BenefitsofReleasse
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Mishra, S. (2018). Promoting use and contribution of open educational resources. Retrieved from
https://idl-bnc-idrc.dspacedirect.org/bitstream/handle/10625/56847/56891.pdf?sequence=1&isAllowed=y
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Munro, D., Omassi, J., & Yano, B. (2016). Step One: What Are OER, Why Are They Important, and What are the Barriers to Adoption? In OER Student Toolkit. Victoria, BC: BCcampus. https://opentextbc.ca/studenttoolkit/chapter/step-one-what-are-oer/
Paskevicius, M., & Irvine, V. (2019). Practicalities of implementing open pedagogy in higher education. Smart Learning Environments, 6(1). https://doi.org/10.1186/s40561-019-0110-5
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Skidmore, J., & Provida, M. (2019). A place for policy: The role of policy in supporting open educational resources and practices at Ontario’s colleges and universities [Research report]. Retrieved from
https://www.ecampusontario.ca/wp-content/uploads/2019/08/2019-08-07-skimore-oe-policy-report.pdf
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Stacey, P. (2007). Open educational resources in a global context. First Monday, 12(4). https://doi.org/10.5210/fm.v12i4.1769
Wiley, D., Green, C., and Soares, L. (2012). Dramatically bringing down the cost of education with OER. Washington, DC: Center for American Progress. https://files.eric.ed.gov/fulltext/ED535639.pdf
Wiley, D., & Hilton III, J. L. (2018). Defining OER-enabled pedagogy. International Review of Research in Open and Distributed Learning, 19(4). https://doi.org/10.19173/irrodl.v19i4.3601.
University of Texas Arlington Libraries. (n.d.). Introduction to Open Pedagogy. Retrieved November 15, 2021 from https://libguides.uta.edu/openped
Veletsianos, G. (2017). How do faculty benefit from renewable assignments? BCcampus. https://bccampus.ca/2017/12/12/how-do-faculty-benefit-from-renewable-assignments/
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