After reading Defining OER-enabled Pedagogy by Wiley and Hilton IIII (2018), I have a basic understanding of OER-enabled pedagogy. I used to think any reports and articles I shared with my classmates were OER-enabled pedagogy. However, I realized that I misunderstood What is OER-enabled Pedagogy. What impressed me most is the “four-part test”, which is a criteria to find out whether a material is OER-enabled pedagogy or not (Wiley & Hilton III, 2018, Introduction section, para. 12).

As a Statistics student, I am always required to share my findings of my report in front of my classmates. In one of my Statistics courses last term, I was asked to present my analysis report about a time series chosen by me and other students in my class can add their findings to my analysis later. I used to think this was a great example of OER-enabled Pedagogy and there were two main reasons that caused the misunderstanding. Firstly, I thought the presentation allowed everyone on this course to learn about my project instead of only letting my professor check my final project. Another reason was that this was a great way for me to receive the comments and suggestions of my peers which can benefit my understanding about the learning materials.

However, after reading the “four-part test,” I realized that this is not OER-enabled Pedagogy (Wiley & Hilton III, 2018). Although it satisfied the first two criteria, it still failed the last two criteria. Firstly, I only shared my project with my peers who attend that class. But, for my classmates who were not there or anyone who did not register for that course, they could not see my project. If I were allowed to share my report on Blog, Then other people who are interested in Statistics could also check my report. Also, since I was not asked to “openly license” my report, this or not OER-enabled Pedagogy Wiley & Hilton III, 2018, Introduction section, para. 12).

References

Wiley, D., & Hilton III, J. L. (2018). Defining OER-enabled pedagogy. The International Review of Research in Open and Distributed Learning, 19(4). https://doi.org/10.19173/irrodl.v19i4.3601