In the final week, I learned about OER-enabled Pedagogy. According to Wiley, OER-enabled pedagogy is the set of teaching and learning practices only possible or practical when you have permission to engage in the 5R activities. 5R refer to retain, reuse, revise, remix and redistribute. In order to be engaged in the 5R activities, the students have to “be consciously engaged in either building upon work previously done by another or to construct a new public entity that explicitly offers other learners permissions to publicly transform and adapt it. When students works are openly licensed, granting other 5R permissions in their use of the artifacts, each work becomes the beginning of an ongoing conversation in which other learners participate as they contextualize and extend the work in support of their own learning.” This idea is the opposite of the one I mentioned in post 3- “disposable assignments”. In order to combine constructionism and openness into OER-enabled pedagogy, Wiley put forward a new notion of “renewable assignments”. In this notion, the works and the assignments of students will become the open environment resources which not only can be used by the students who create them, but also benefit the students coming after.

The authors of the article show us several examples of OER-enabled Pedagogy.  In one of the examples,  the students are given extra credit to create tutorials resources such as tutorials videos, chapter summaries and review games for a particular topic. These tutorials then will be evaluated by the teacher, and some of them will be selected to be integrated into the course. Besides, the students who perform well in the course have the chance to be a teaching assistant in the course. The students also create other materials such as guided notes which are proved to be very useful for learning the course. The practice was very successful, the average grades on students assignments rose significantly as more student-created OER were introduced to the course. To me, the success of the practice is quite meaningful. It means that a new form of pedagogy was proved to be feasible. This kind of pedagogy greatly improves the engagement of students in designing the course. When I read the previous materials, I remembered a saying that the students should not just learn the knowledge, but they should create the knowledge at the same time. The idea of renewable assignments has made it come true. The students in the course also participated in the creation of the knowledge. I will remember OER-enabled Pedagogy and apply it to my teaching if possible.