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.
Highlights
In higher education, most decision-making in teaching and learning is the domain of faculty and academic staff
The project, titled The Open Page, models faculty-student partnership and open educational practices to the University of Windsor’s Faculty of Education and surrounding learning communities. Central to this student-faculty partnership is the concept of open pedagogy, “a site of praxis . . . where theories about learning, teaching, technology and social justice enter into a conversation with each other” (DeRosa & Jhangiani, 2018, para 2)
Open pedagogy focuses on practices and processes by which learners can share in authentic and active knowledge creation for real audiences, which aligns with the Students-as-Partners (SaP) approach and its challenge to student passivity (Cook-Sather et al, 2014)
Summary
Campbell (2019) discusses the importance of online contribution for both professors and students and posits that contributing work to a public resource is a benefit for all parties involved. The goal of the scaffolded partnership within The Open Page was to ensure that student voices and decision-making were approached as supported learning curves within complex real-world professional environments This challenge of communicating with authentic audiences has not been without setbacks. Edits had to be made to an already released video to correct our error This experience served as an important cautionary tale in the RAs’ mentoring of the service learning students, and provided a reminder that open, authentic communications come with profound responsibilities. These elements of the partnership were designed to promote the project, enable the RAs to take on professional roles, and share their expertise in front of authentic audiences, while learning from and with experienced mentors This kind of full participation is not always part of a B.Ed program, but aligns with the tenets of open pedagogy and Students as Partners
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