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Open Educational Resources (OER) & Textbook Equity

Open Pedagogy: Students as Content Creators

Open Pedagogy engages students in co-creating course content, which then is shared free, online, and licensed for reuse. Examples:

  • Students create case studies, lesson plans, or other outputs that are then shared.
  • Students create infographics or slides related to course content, which are then used in future iterations of the course.
  • Students co-author an open textbook.

Note that Rod Library has the ability to archive in UNI ScholarWorks (OER collection and/or departmental collections) anything created through open pedagogy projects. For more about services for faculty and student OER authors, see

Why Open Pedagogy?

Scholarly evidence suggests that open pedagogical practices can help students develop critical thinking skills and engage positively in their education. In addition, a recent report found that employers are seeking college graduates who can collaborate effectively yet college graduates are not well-prepared in this area. Open pedagogy encourages team-based work to accomplish a goal and can also help students engage in challenging projects that may not follow a linear path. All good for developing job skills!

Source: Mashek, D. (June 23, 2021). Opinion: College graduates lack preparation in the skill most valued by employers -- collaboration. The Hechinger Report.

Open Pedagogy Resources

Example Open Pedagogy Projects

Publications (Selected)

Baran, E., & AlZoubi, D. (2020). Affordances, challenges, and impact of open pedagogy: Examining students’ voices. Distance Education41(2), 230-244.

Bloom, M. (2019). Assessing the impact of "open pedagogy" on student skills mastery in first-year composition. Open Praxis11(4), 343-353.

Brown, M., & Croft, B. (2020). Social annotation and an inclusive praxis for open pedagogy in the college classroom. Journal of Interactive Media in Education2020(1).

Clinton-Lisell, V. (2021). Open pedagogy: A systematic review of empirical findings. Journal of Learning for Development8(2), 255-268.

DeRosa, R., & Robison, S. (2017). From OER to open pedagogy: Harnessing the power of open. Open: The philosophy and practices that are revolutionizing education and science, 115-124.

Hilton, J., Hilton, B., Ikahihifo, T. K., Chaffee, R., Darrow, J., Guilmett, J., & Wiley, D. (2020). Identifying student perceptions of different instantiations of open pedagogy. The International Review of Research in Open and Distributed Learning21(4), 1-19.

Hilton, J., Wiley, D., Chaffee, R., Darrow, J., Guilmett, J., Harper, S., & Hilton, B. (2019). Student perceptions of open pedagogy: An exploratory study. Open Praxis11(3), 275-288.

Paskevicius, M., & Irvine, V. (2019). Practicalities of implementing open pedagogy in higher education. Smart Learning Environments6(1), 1-20. 

Paviotti, G., D'Angelo, I., Giaconi, C., & Cavicchi, A. (2020). Open pedagogy practices: a case study in undergraduate education. Journal of e-Learning and Knowledge Society16(4), 1-10.

Petrovic, K., Perry, B., & Walsh, P. (2022). Aligning nursing ethics with critical and open pedagogy in nursing education: A literature review. Nurse Educator, 10-1097.

Seraphin, S. B., Grizzell, J. A., Kerr-German, A., Perkins, M. A., Grzanka, P. R., & Hardin, E. E. (2018). A conceptual framework for non-disposable assignments: Inspiring implementation, innovation, and research. Psychology Learning & Teaching, 18(1), 84-97.

Tietjen, P., & Asino, T. I. (2021). What Is open pedagogy? Identifying commonalities. International Review of Research in Open and Distributed Learning22(2), 185-204.

Tur, G., Urbina, S., & Moreno, J. (2016). From OER to open education: Perceptions of student teachers after creating digital stories with Creative Common resources. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 7(2), 34–40.

Van Allen, J., & Katz, S. (2019). Developing open practices in teacher education: An example of integrating OER and developing renewable assignments. Open Praxis11(3), 311-319.