The most intriguing aspect of open pedagogy that is consistent with the 5 r’s is that learning can contribute to the relevant dialogue by allowing student work to be published for the public. Contributing to public knowledge offers a more meaningful interaction with material than “disposable assignments”. This model of pedagogy allows for students’ voices to reach beyond markers and possibly have an impact on shaping the content itself if artifacts are openly licensed. There are, of course, instances where disposable assignments are preferable, as math and science are often matters of repetition.
The segment of the only reading of the week that interests me most is the discussion of Wikipedia in education. I read roughly 15 wikipedia articles a week on topics that interest me and an assignment like the one Professor Beasley-Murray assigned would be the most engaging assignment I could imagine. Not only would students be able to absorb information they would contribute to a resource that they themselves use. Having the result of your learning process remain on Wikipedia for yourself and others to reference is far more valuable than the many disposable assignments that currently populate academics.
Twitter is a good example of an open software that allows students to openly engage with their curriculum. It allows educators and students to have a casual dialogue on the issues at hand that can be used for further education purposes. A possible hindrance to learning on Twitter is the presence of unwelcome parties who aim only to disrail academic discourse. When quarantine began and classes all over the world were moved to Zoom, a trend began on the internet of people guessing Zoom pass codes and infiltrating class sessions. Twitter operates in an even more open fashion and the threat of wrongdoers gaining access to academic discussions is even greater.
Wiley, D. & Hilton, J. (2018). Defining OER-enabled Pedagogy. International Review of Research in Open and Distance Learning, 19(4)