Open Educational Resources (OER) & Textbook Equity

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 free software to create accessible ebooks from anything created through open pedagogy projects. We also provide training about intellectual property and copyright/licensing, as well as ensuring students have options and provide explicit permission for their work to be published. This process has been informed by university General Counsel to ensure we are minimizing risk to both students and the university.

For more about services for faculty and student OER authors, see https://guides.lib.uni.edu/oer/authoring

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. https://hechingerreport.org/opinion-college-graduates-lack-preparation-in-the-skill-most-valued-by-employers-collaboration/

Baran, E., & AlZoubi, D. (2020). Affordances, challenges, and impact of open pedagogy: Examining students’ voices. Distance Education, 41(2), 230-244. https://doi.org/10.1080/01587919.2020.1757409

Bloom, M. (2019). Assessing the impact of "open pedagogy" on student skills mastery in first-year composition. Open Praxis, 11(4), 343-353. https://eric.ed.gov/?id=EJ1251311

Brown, M., & Croft, B. (2020). Social annotation and an inclusive praxis for open pedagogy in the college classroom. Journal of Interactive Media in Education, 2020(1). https://eric.ed.gov/?id=EJ1253880

Clinton-Lisell, V. (2021). Open pedagogy: A systematic review of empirical findings. Journal of Learning for Development, 8(2), 255-268. https://eric.ed.gov/?id=EJ1314199

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. https://www.ubiquitypress.com/site/books/10.5334/bbc/download/1460/#page=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 Learning, 21(4), 1-19. https://doi.org/10.19173/irrodl.v21i4.4895

Hilton, J., Wiley, D., Chaffee, R., Darrow, J., Guilmett, J., Harper, S., & Hilton, B. (2019). Student perceptions of open pedagogy: An exploratory study. Open Praxis, 11(3), 275-288. https://doi.org/10.5944/openpraxis.11.3.973

Paskevicius, M., & Irvine, V. (2019). Practicalities of implementing open pedagogy in higher education. Smart Learning Environments, 6(1), 1-20. https://doi.org/10.1186/s40561-019-0110-5 

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 Society, 16(4), 1-10. https://doi.org/10.20368/1971-8829/1135321

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. https://doi.org/10.1097/NNE.0000000000001253

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. https://doi.org/10.1177/1475725718811711

Tietjen, P., & Asino, T. I. (2021). What Is open pedagogy? Identifying commonalities. International Review of Research in Open and Distributed Learning, 22(2), 185-204. https://doi.org/10.19173/irrodl.v22i2.5161

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. https://www.brain.edusoft.ro/index.php/brain/article/view/594

Van Allen, J., & Katz, S. (2019). Developing open practices in teacher education: An example of integrating OER and developing renewable assignments. Open Praxis, 11(3), 311-319. http://doi.org/10.5944/openpraxis.11.3.972