Open Education Co-Design as a Participatory Pedagogy in an Online Graduate Class

This study explored the co-design of an open pressbook for an ethics and technology course in a graduate program in education. The following research question guided this design-based research study: What ways can the development of an open educational resource (OER) support student engagement and learning? Data were gathered from the students after the completion of the course, including their pressbook chapters and final class reflections. Researchers also conducted interviews with the instructor and students to understand their teaching and learning experiences. The high-quality graduate student engagement theory was used as a framework for data analysis: (1) diverse and engaged participants, (2) participatory cultures, (3) interactive teaching and learning, and (4) adequate resources. Findings suggest that developing human interactions and building relationships through a co-design model that integrates digital tools enabled the development of OER and provided an authentic scholarly activity that engaged students and their instructor in collaborative knowledge building. Self-reflection used as part of this participatory pedagogy and feedback loops emerged as key strategies to inform future course design and program improvements. The findings serve to inform emerging research on student co-design and development of open educational resources for strengthening learner engagement.