Open Pedagogy
The University of Texas Arlington’s library has a good definition of open pedagogy.
“Open pedagogy is the practice of engaging with students as creators of information rather than simply consumers of it. It’s a form of experiential learning in which students demonstrate understanding through the act of creation. The products of open pedagogy are student created and openly licensed so that they may live outside of the classroom in a way that has an impact on the greater community.”
See Introduction to Open Pedagogy at U of Texas Arlington https://libguides.uta.edu/openped
OER-Enabled Pedagogy
David Wiley, PhD, the Chief Academic Officer of Lumen Learning, Education Fellow at Creative Commons, and former adjunct faculty of instructional psychology & technology at Brigham Young University, came up with the term to describe teaching and learning practices that are made possible by open educational resources that have the 5R permissions. That is the ability to Retain, Reuse, Redistribute, Revise and Remix. You can contribute to these resources by licensing your work with CC-BY.
David also came up with the term Renewable Assignment. A renewable assignment is one that adds value to the world and has a life beyond the classroom. It isn’t discarded at the end of the semester like a traditional assignment. Students create public work. If the student can work on something that interests them related to the course, it leads to higher investment in the work. The responsibility of creating knowledge for others, or the opportunity to express their perspectives on issues, can lead to greater investment. See an explanation of Renewable Assignments on the BYU Center for Teaching and Learning’s website at https://ctl.byu.edu/tip/are-your-assignments-renewable-or-disposable.
Renewable assignments have Constructionism learning theory at their root. Constructionism, is a learning theory put forth by Seymour Papert, a mathematician, computer scientist and educator. It is learning through reconstruction rather than transmission of knowledge. Papert believed that:
•People learn best when they are actively engaged in constructing something that has personal meaning to them – be it a poem, a robot, a sandcastle, or a computer program.
•Learning “happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity.”
•“The role of the teacher is to create the conditions for invention rather than provide ready-made knowledge.”
Teaching and learning practice made possible by the 5 Rs: Retain, Reuse, Revise, Remix and Redistribute.