In the spring of 2021, 8 faculty members from the Northeast region of the United States participated in professional development in Open Pedagogy through a community of practice setting facilitated by the New England Board of Higher Education. Specifically, these faculty learned how to support and engage students in the design and completion of "renewable assignments." Assignments are renewable in that they have value outside of the classroom and can be openly shared through the application of Creative Commons licenses (Wiley & Hilton, 2018). Students who were enrolled in the classes taught by these faculty members were surveyed in Fall 2021 and Spring 2022 on their motivation for assignments and social justice issues. The research was grounded in theoretical frameworks such as Lambert's (2018) application of social justice to open education, achievement emotions (Pekrun, 2011), and self-determination theory (Ryan & Deci, 1991). Our session will share the promising results of this research as well as discuss areas for future exploration. This session is intended for a wide range of participants.
By attending this session, attendees will be able to:- Connect the experiences of renewable assignments to existing theoretical frameworks of motivation and social justice
- Understand the different experiences with renewable assignments between students who publicly shared and students who did not publicly share their assignments
- Explore how transitioning to renewable assignments could pedagogically improve their own students' learning experiences
Open Zoom
