Open Pedagogy has been described as a method by which open educators may make significant and meaningful changes to the pedagogical approach utilized in their classes. Open Pedagogy is a method where one relinquishes unilateral control of the learning environment and eschews a banking model of education in favor of one that is empowering, gives voice to students, and encourages class participants to join in the co-creation instead of passive consumption of knowledge.
Suffering from a plethora of multifaceted and sometimes divergent definitions, OER-enabled Pedagogy has been proposed as a more concrete term better suited to effective communication and research. OER-enabled Pedagogy is defined by four criteria that must be met: 1- Students create a new artifact; 2- The artifact supports learning of that beyond the creator, 3- Students may share their work publicly, and 4- Students may openly license their artifacts.
This session reports on research conducted with first-year college students who participated in a project based on OER-enabled pedagogy. Using a qualitative design, students were asked questions related to elements of the project and what criteria they found motivating. Interviews were coded using the types of internal and external regulation found in Ryan and Deci’s work on Self-Determination Theory. We will discuss findings of this research as well as what they suggest about how we can make open pedagogy most beneficial for students. Much research has been done on the benefits experienced by those who are autonomously versus externally controlled. Our suggestions for those who are utilizing open pedagogy or OER-enabled pedagogy will be related to how even this approach can enhance or reduce student autonomous regulation.
Learning Outcomes: 1. Describe the tenets of Self-Determination Theory and how these relate to open pedagogy and OER-enabled Pedagogy. 2. Review data on motivational elements of students who have completed a project based on OER-enabled Pedagogy. 3. Reflect on how the structure of OER-enabled Pedagogy may impact student development of internally regulated motivation and the benefits this represents.
Professional Development Manager, University of Pikeville
I am the Professional Development Manager at the University of Pikeville, where I work on campus-wide initiatives aimed and improving student learning in face-to-face, blended, and online courses and research into open education. Specifically, my research has focused on motivation... Read More →
Professional Development Educator, University of Pikeville
I am the Professional Development Educator at the University of Pikeville in Pikeville, KY. My current research at the institution focuses on Open Pedagogy and OER-enabled Pedagogy as means to promote equity in learning, particularly when looked through the lens of Critical Pedagogy... Read More →
Friday November 13, 2020 11:00am - 11:25am EST
Concurrent 3
