There are several learner centered benefits when designing instruction using open pedagogy and open educational resources. Although, Merrill (2002) asserted that instructional design must include a problem centered approach incorporating activation of previously learned information, demonstration and application of skills and integration of information into the workplace (p. 44), Bates (2019) argued that open pedagogy engages students to become creators of information rather than simply consuming what has been provided to them by the instructor (para 16). In addition, Bates (2019) emphasized that open pedagogy provides students the opportunity to create and share social media (i.e. blogs) with others which builds trusting and linked communities that empower students to lead and solve problems while creating artifacts that they can share, discuss and redeploy (as cited in Hegarty, 2015, p.5). Open pedagogy is a learner centered approach that allows students to manage their own learning (Bates, 2019, para 52). With this approach the instructor’s role has the potential to shift from lecture-based teaching to providing guidance to learners regarding how to find and evaluate content together with helping students to analyze and present information (Bates, 2019, para 55). Not only does open pedagogy have the potential to be successful in education, but also it can be successful in the public service sector as employees want to manage their own learning opportunities. As an educator, are you ready to commit to open pedagogy and open education resources to promote a culture of support and trust that creates empowered learners?
Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43–59. https://doi.org/10.1007/BF02505024
Bates, A. W. (2019, November 17). Chapter 11.4 Open Pedagogy. In Teaching in a Digital World. 2nd ed. BC Campus. [Blog post]. Retrieved from https://www.tonybates.ca/2019/09/26/chapter-11-4-open-pedagogy/