In my newest course in the Master of Arts in Learning and Technology (MALAT) program, we are exploring innovation, design, and learning environments. After reading about open pedagogy (Bates, 2019), and its use of open educational resources (OER), I find myself reflecting on two matters. The first is contemplating how fortunate I am to be reaping the benefits of open pedagogy myself as a MALAT student. Bates points out that students who are learning through open pedagogy are not simply reading static textbooks, but also actually creating and revising materials as they learn, while contributing to the learning community. Bates even acknowledges Royal Roads University’s MALAT program is his writing as an example of open pedagogy, as we are able to learn solely through OER and are the first Canadian graduate students to experience a Z-degree with no textbooks nor textbook costs. How lucky are we? The second thing I am considering is how can I as a teacher possibly bring open pedagogy and OER to my own students in the future? As an English as a foreign language (EFL) teacher, my school is a place of business that relies on making revenue. How do we make our revenue? By selling our classes which each supply the students with a book designed by our company. Currently, the only use of OER in my classes is the supplemental materials I provide a few of my high-level students and classes. In the future, as I participate in the instructional design (ID) of new courses, I’d like to think of ways to incorporate open pedagogy into our school. If anyone has any ideas of how I can do so, I’d greatly appreciate your input.
This week, I also reread an article about principles of instruction (Merrill, 2002). To be honest, even though I learned a lot from the article the first time I read it, it didn’t spark any new thoughts or concerns for me the second time around. The first time I read Merrill’s article, I reflected on the five principles that are commonplace in ID theories in my blog post for my previous course, and as I stated then, I see value in them all and I already put all five principles to use in my job.
World. 2nd ed. BC Campus.
Merrill, M. D. (2002). First principles of instruction. Educational Technology
Research and Development, 50(3), 43-59.
Nassiripour, S. (2019). Activity 4 – Theoretical and Pedagogical Stance. Retrieved