The open page: A case study of partnership as open pedagogy

Authors

  • Stephanie Johnston University of Windsor
  • Bonnie Stewart University of Windsor

DOI:

https://doi.org/10.15173/ijsap.v4i2.4182

Keywords:

open pedagogy, open education, education technology, collaboration, tool parade

Abstract

This case study draws on the concept of open pedagogy (Paquette, 1979; DeRosa & Jhangiani, 2018) to frame a student-faculty partnership project focused on creating videos about education technology. Four student research assistants were full partners and creators within this project, developing models and parameters for future contributions by both faculty members and fellow students. All partners contributed as creators, collaborators, and coordinators for aspects of the project. The case study explores how open pedagogy can be a meaningful foundation for Students-as-Partners (SaP) collaborations.

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References

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DeRosa, R., & Jhangiani, R. (2018). Open pedagogy. In E. Mays (Ed.), A guide to making open textbooks with students. Rebus Community. Retrieved from https://press.rebus.community/makingopentextbookswithstudents/chapter/open-pedagogy/

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Mann, S. J. (2008). Study, power and the university. Society for research into higher education. Maidenhead: Open University Press.

Morgan, T. (2016, December 21). Open pedagogy and a very brief history of the concept. [Blog post]. Retrieved from https://homonym.ca/uncategorized/open-pedagogy-and-a-very-brief-history-of-the-concept/

Paquette, C. (1979). Quelques fondements d’une pédagogie ouverte. Québec français, (36), 20- 21.

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Published

2020-10-29

How to Cite

Johnston, S., & Stewart, B. (2020). The open page: A case study of partnership as open pedagogy. International Journal for Students As Partners, 4(2), 81-89. https://doi.org/10.15173/ijsap.v4i2.4182

Issue

Section

Case Studies