OpenEd20

The presenter will describe the experimental use of OER-enabled pedagogy as a framework for engaging graduate-level library and information science students in a course on international and comparative librarianship. In the case to be presented, students were assigned to create their own textbook as an OER. Each student authored a chapter featuring the libraries and the field librarianship in a non-North American country of their choosing, and the completed text was published on the presenter’s institutional repository. Given the experimental nature of this assignment, the presenter examined whether students who are required to create their own OERs perceive such work to be valuable, motivating, or rewarding, and whether they attribute particular challenges or shortcomings to that activity. The presenter will provide a brief overview of the textbook creation assignment described here and emphasize the results of the investigation in terms of student perceptions. In addition, the presenter will discuss lessons learned and propose implications moving forward.

Learning Outcomes:
(1) Recognize the potential of OER-enabled pedagogy as a framework for improving student learning.

(2) Identity renewable coursework as a potential pedagogical innovation for enhancing levels of student engagement and enthusiasm.

(3) Appreciate students' perceptions of OER-enabled pedagogy in context of the present case study.

(4) Leverage students’ perceptions for the purpose continuous improvement in teaching and learning.