Topic4 discussion

To me, exams used to mean pain and sleepless nights, I hated exams so much as I always feel the pressure which made me could not do well on them. I would rather do tons of homework than doing a high-pressure exam. However, I changed my perspective when I reached the age of 15, when I finished my first open book exam, I was amazed by how I creative I could be, although open book exams are not open exam, still, since that open book exam, I beginning to think of the possibilities of an open exam where students are allowed to use their creative ideas; however, if an exam is being too “open”, then it might be difficult for instructors to mark. This week’s reading helped me to have a better understanding of Open Pedagogy.

In Defining OER-Enabled Pedagogy, Wiley and Hilton (2018) explain the concept of open pedagogy. By using the four-part test the authors give in the article, I can only identify very few courses I had as OER-enable pedagogy. EDCI339 and EDCI335 are the courses I considered as OER-enable pedagogy, both of these courses asked students to create and share their crafts on blogs, all of the posts can be helpful to those who might be interested in the topics and also to prove students’ understanding on the topics. Allowing them to comment on others’ blogs. To me, sharing thoughts with other students can be very interesting and also inspiring as they often have different and creative ideas compare to mine.

By the end of the articles, the authors presented us with some questions that need further research to answer, one of those being: “Do students who make their assignments publicly available demonstrate greater mastery of learning outcomes or show more enthusiasm for their work than students assigned traditional assessments? Why or why not?” To me, the answer is yes because students who are confident enough to make their assignments publicly available are often to be open-minded and willing to accept corrections, also knowing someone in the class has similar thoughts and ideas as themselves could encourage and inspire students to have more enthusiasm toward the topic.

References:

Wiley, D. & Hilton, J. (2018). Defining OER-enabled Pedagogy. International Review of Research in Open and Distance Learning, 19(4).