Results of a year-long study of the impact of open pedagogy projects faculty implemented at Granite State College, Keene State College and the Plymouth State University (USNH) as a part of the Academic Technology Institute 2018. This was presented at the 2019 Open Ed Conference in Phoenix AZ.

1. Student Perceptions of
Open Pedagogy
Reta Chaffee - Granite State College, USNH
Jenny Darrow - Keene State College, USNH
John Hilton III - Brigham Young University
Open Ed 2019, 10/31/19

2. University System of NH (USNH)
Granite State College
Keene State College
Plymouth State University
University of New Hampshire

3. USNH Academic Technology Institute
(2011 to present)
•Multi-day annual faculty conference
•Focus on Pedagogy and Technology
•2015: focus on Open Education (OER-OpenPed)
•Institutional approach varied
•2017: GSC, KSC & PSU-> OER & Open Ped
•UNH= OER only.
•OER/Open Ped Research: Capture the narrative

4. Open Pedagogy: 4 Common Principles
•Focuses on access, broadly conceived
•Emphasizes learner-driven curricula &
educational structures
•Stresses community & collaboration over
content
•Sees the university in context of a wider public

5. ATI 2018 in Review
•3rd year of USNH Open Ed Initiative
•19 faculty (tenured & adjunct)
•173 students (traditional and non,
undergrad & grad)
•OER and Open Pedagogy Projects
•Study: surveys, interviews, DFW rates

6. ATI 2018 in Review (Open Ped)
•13 faculty completed surveys regarding
experiences with open pedagogy
•8 faculty interviewed
•91 students participated in survey
regarding experiences with open pedagogy

7. Student Perceptions
of Open Pedagogy

8. Sample Open Pedagogy Activities
•Using or creating OER,
•Making learning visible
•Student created artifacts to demonstrate
learning (blog posts, tweets, websites, or
videos),
•Syllabus control: student input on course
policies, assignments, and topics.

9. Open Ped vs Traditional Activities

10. Overall Student Perspectives: Outcomes

11. Educational Value of Open Ped Activities

12. •“I found the activities in this class to be
generally more engaging, open to
creativity, and allowed me to explore
and express my own personal interests
better than a course with traditional
activities.”
•“The process allows us to create work
in class that seems to hold more weight
beyond the walls of the classroom.”

13. •“The project allowed for more creative
freedom, and to write about what we are
passionate about. It was more interactive
and you are more in charge of your
education.”
•“Tests and quizzes are stressful and I
forget the material after, in this class I
learned the material and showed my
learning and DID not forget the material.”

14. •“I personally enjoy the structure of a
typical class. I did not like having to
choose my own projects, grading scale,
etc, as it made me feel very
overwhelmed.”
•“Lack of structure and requirements lead
to lack of participation and engagement
throughout the class.”

15. Faculty Perceptions
of Open Pedagogy

16. Faculty Perceptions on Student Preparedness Using
OER
0
1
2
3
4
5
6
Faculty Percieved Students to be
Less Prepared
Faculty Percieved Students to be
Equally Prepared
Faculty Percieved Students to be
Better Prepared
NUMBEROFFACULTY

17. Faculty Time Spent Adopting Open Ped
Despite increase in
time required, 82% of
instructors said they
were very likely to
continue using Open
Pedagogy based on
their experiences.

18. Open Ped vs Traditional Activities

19. •“Blogging or creating an OER textbook
made them feel like they were
PRODUCING knowledge rather than
ABSORBING it.”
•“….[it’s about] making the work that
your students are doing feel more
relevant to them ……and letting the
students have a voice in their own
education.”

20. •“Like any other form of pedagogy, using
open pedagogy in a way that benefits
students takes thought, time, and
practice; however, it is an incredibly
worthwhile endeavor. I definitely plan
to continue experimenting with
different ways of 1) making students'
work public, and 2) incorporating
student-led aspects into the course.”

21. Lessons Learned

22. Open Ped gets to some
fundamental changes in
the way we think about
teaching and learning

23. Open Ped can be messy.
Comparing apples to
apples quantitatively is
challenging.

24. Focusing initially on OER
often leads to faculty
discussion on Open
Pedagogy

25. Focusing on OER gets
attention of students and
stakeholders

26. Need to focus on
institutional and system-
wide sustainability &
funding

27. Reta Chaffee, reta.chaffee@granite.edu, @reta_c
Jenny Darrow, jdarrow@keene.edu, @gobman
John Hilton III, johnhiltoniii@byu.edu, @johnhiltoniii
USNH ATI Website: at.usnh.edu
A copy of the 2018 report will be posted here soon: https://at.usnh.edu/final-assessment-reports