Wiley and Hilton Define OER-Enabled Pedagogy

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Session 2 of LiDA103, Defining OER
Wiley, D., and J. Hilton. (2018). Defining OER-enabled pedagogy. International Review of Research in Open and Distributing Learning. 19(4): 134-147, 10.19173/irrodl.v19i4.3601.

 The authors--please note that one of them is David Wiley--consider the varied uses and definitions of the term "open pedagogy," and also the closely related term "open educational practices," with its own pedigree. They are also concerned about the process called "openwashing," in which the term "open" is used to refer to situations that don't adhere to the 5Rs. Due to the wide range of definitions of open pedagogy, the authors propose a solution that they hope will clarify the situation. They do not redefine open pedagogy, but rather coin a new term, "OER-enabled pedagogy." They define this term as,
the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions which are characteristic of OER (p. 135)
Using OER allows students to learn through their activities in a way that copyrighted works do not. The authors then discuss renewable (non-disposable) assignments and compare their characteristics to those of other types of assignments, such as disposable assignments, authentic assignments, and constructionist assignments. Following this are a number of assignments that are analyzed to see if they meet the criteria for renewable assignments. 

 The article ends with a section that discusses the need for further research, particularly to answer the question, "Will widespread adoption of OER-enabled pedagogy spark dramatic improvements in learning?" The references provide a good selection of key resources on open pedagogy.

 I believe the two most important implications for OER in a digital age, based upon this article, are:
  1. Emphasizing the importance of OER in open pedagogy, however it might be defined, is quite important. Using "OER-enabled pedagogy" provides clarity and would be appropriate in all situations
  2. The reason for the importance of OER is that they have the ability to engage students in activities that have the potential to dramatically change learning--but that more research is needed on this.

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