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This approach is one of five suggested ways of applying open pedagogy in the learning environment and using Open Educational Resources (OERs) from existing repositories. On this page we define the approach, emphasise its requirements and use examples to show practical evidence of applying the suggested approaches in the educational settings.
Unlike the ‘Authoring OER’ approach, the ‘student-generated OER’ approach taps into students’ assignments and repurposes the abundance of knowledge inside classrooms in order to create open resources that will benefit other learners. This approach suggests collaboration between academics, professionals and students in order to crowd-source the knowledge creation process and engage students in an authentic learning experience.
Requirements
Assessment redesign
Integrating pedagogical approaches to generate content is fundamentally informed by constructive learning. This theoretical foundation is important to be realised first by the educator, as well as other professionals involved in assessment development. In addition, redesigning an assessment that taps into student-generated content (e.g. renewable assessments) needs the academic to clearly define the requirements of assessment and maintain constructive alignment with the learning objectives. This approach requires that students are engaged in open educational practices such as curating content using existing OER, reusing and mixing, licensing and publishing.
Raising awareness of OER among students
Almost all OER projects revealed a need to start with raising awareness of the value of creating and publishing OER. This also means that students are on the same level of understanding of the requirements and the potential outcomes.
Technical scaffolding for students
Technical scaffolding is crucial for any learning environment where students get the opportunity to upskill using the authoring tools. Upskilling students also helps with ensuring that the quality of the final product is maintained by students’ abilities to utilise the affordances of the tools.
Rebus community offers a great resource for making open textbooks with students which can be used as a guide throughout this approach.
Tools & Resources
Student-generated videos have been used in assessment design particularly in Education. In this type of video-based assessment, students are required to create videos that address the assessment requirements and eventually share their work as OERs.
University of Western Sydney and University of Southern Queensland
Another example is from the University of Western Sydney where students from the School of Computing, Engineering and Mathematics used different types of content authoring tools to develop OER as part of assessment requirements. The subject coordinators utilised a 3-stage model where students build, review and publish OER.
Based on the 3-stage model, another academic from University of Southern Queensland used the same approach to engage students in generating open textbooks. The assessment was redesigned to engage students open educational practices. As a result, in collaboration with their teacher students produced two open textbooks for early years educators in diverse communities; Gems and Nuggets and Hidden Treasures.