Topic 4: Sharing Resources and Practicing ‘Open’

In the last topic we touched on the basic framework of the OER pattern. This week’s reading material further inspired my understanding of the OER learning model.  The authors present a four-part test in supporting OER pedagogy. At the heart of the OER concept are the 5 Rs I mentioned in my last topic:  reusable, retainable, redistributable, revisable, and remixable. In examining whether a practice is a pedagogy that supports OERs, the four-part test examines the linkages of the 5R activities. As I read these examples, I recall examples that relate to me personally. While not satisfying all four sections, the assignments are structured to match the pedagogy that supports OER.  There are often crafting activities held during elementary school where students can create an art product based on their imagination. At the end of the event, outstanding works will be selected for display, and all students  will have the opportunity to visit and learn from other people’s outstanding works. The blog we write now is also a model of open education. Although other people cannot directly modify our content, they can leave a message to remind the author to update the content.

I especially like the examples of students creating supplemental learning resources to facilitate future student learning, and having students create summaries of key course concepts to help prospective students tackle some difficult concepts. I love these examples because they help educate others, so learning becomes more meaningful for students. Reworked or mixed assignments can make learning more fun and stimulate students’ creativity. Everyone has different views on different things, and through such assignments, students are able to create their own things and give it more meaning.

Reference:

Wiley, D. & Hilton, J. (2018). Defining OER-enabled Pedagogy. International Review of Research in Open and Distance Learning, 19(4).