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Bringing Open Pedagogy to Practice in a Blended Graduate Course: Affordances and Challenges
PROCEEDING

, , Iowa State University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-37-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

There is an increasing interest in developing and sharing open educational resources (OER) in higher education worldwide. Building on the same premise, open pedagogy emerged as a pedagogical approach to empower learners in the co-creation of the course content and contribute to the body of knowledge on the subject they learn. Teachers need guiding design principles in implementing open pedagogy activities and assignments in their classrooms. This case study implemented an open pedagogy approach in a blended graduate course and examined students’ engagement in open pedagogy activities. Data were collected from 6 graduate students through pre and post reflections and artifacts of open content co-creation. Qualitative analysis revealed students’ perceptions about the affordances and challenges of implementing open pedagogy in higher education settings. Results offer recommendations for implementing open pedagogy activities and assignments in blended learning environments.

Citation

Baran, E. & AlZoubi, D. (2019). Bringing Open Pedagogy to Practice in a Blended Graduate Course: Affordances and Challenges. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 386-390). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 23, 2019 from .

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