Supporting
Student-led Open
Pedagogy
The Open Education Conference 2022

Nicolas Costanzo
KPU, B.C.
&
Deirdre Maultsaid
KPU, B.C.
(Image: KPU, n.d.)

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION 4.0 INTERNATIONAL LICENSE.

Territorial Acknowledgement of Indigenous Peoples
Our institution, Kwantlen Polytechnic University (KPU), takes its name from the
Kwantlen First Nation.
We work, study, and live in a region south of the Fraser River which overlaps
with the unceded traditional and ancestral lands of the Kwantlen, Musqueam,
Katzie, Semiahmoo, Tsawwassen, Qayqayt and Kwikwetlem peoples.

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About the Presenters
Nicolas Costanzo (he, him) Student Research Assistant. Studying in fourth year

for Entrepreneurial Leadership Degree (BBA) at Kwantlen Polytechnic University, Surrey, British
Columbia, Canada

Deirdre Maultsaid (she, her) KPU Open Research Fellow (2021), Writer,

Teacher, Applied Communications, Melville School of Business, Kwantlen Polytechnic University,
Surrey, British Columbia, Canada

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION 4.0 INTERNATIONAL LICENSE.

Presentation
Roadmap
 About us / Project
Context
 Overview of student
concerns about Open
Pedagogy (OP) and Open
Educational Resources
(OER)
 Tips on addressing
common student concerns
 Key Takeaways
(Image: Enriquez, 2021a)

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The Open Pedagogy Process
Instructors
supporting
students to curate
and create OER

OER shared, used
and modified by
others

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Why Nicolas Values Open Pedagogy/OER
 Creation of OER is collaborative
 Instructors learn student perspectives in the process
 OER is more accessible
 OER can be more adaptable than traditional textbooks

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Why Deirdre Values Open Pedagogy/OER
 Open Pedagogy Process can be inclusive (Maultsaid, 2022b)
 Process encourages student agency
 OER is adaptable for different contexts
(Image: Thian, 2018)

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With the right environment and
through caring facilitation,
students can have a positive
Open Pedagogy (OP) experience
creating Open Educational
Resources (OER).
(Image: Bishop, J., 2018)

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Our Research
Project
 4 Medium-sized
postsecondary institutions
 Data collected during Fall,
2021
 28 Total Participants
 16 Focus Group
Participants
 1-3 sessions each
 Participant Reflections
(Image: Furtado, 2018)

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Know that Students Value Open Pedagogy
“…more marginalized people are being represented properly” –
student (Maultsaid, 2022a)

“I think it’s like super empowering, it feels like you’re making a
difference in a way and impact on future learners.” –student
(Maultsaid, 2022a)
THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION 4.0 INTERNATIONAL LICENSE.

Students have
concerns with
OP and OER
(Image: Enriquez, 2021b)
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Student concerns when creating Open
Educational Resources
 Students have a lack of confidence in themselves (Axe,
2020)
 Student content being “inaccurate” (Maultsaid, 2022a)
 Student’s expressed concerns of sharing publicly
(Hendrix, 2021)

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Addressing Common
Student Concerns About
OP and OER

(Image: Nguyen, D, 2021)

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Students Lack Confidence
Students believe teacher
scaffolding of projects is
key to their success
(Baran & AlZoubi, 2020)

(Image: Microsoft Office, 2022)

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Build Student Confidence in
OER Creation

(Image: Microsoft Office, 2022)

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Build Confidence
With Technology

(Image: Microsoft Office, 2022)

Provide

Encourage

Offer

suggestions
for shared
workspace:

freedom to
chose suitable
medium:

*OneDrive?
*Google Docs?

*Audio file?

assistance on
using opensource
platforms

*Others?

*Video?

*Document?

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Build
Confidence
By
Scaffolding

Gather

interested students

Support

students to build consensus on their own
process

Remind

students to manage their content, process
and timelines

Answer

questions and help with urgent situations

Emphasize the benefits of student created material

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Build Confidence: Support
the Student-Led Process
A student says “…taking the time to have a
roundtable and make a code of conduct.
Make sure everyone is on the same page
and also learn what people like to do,
[their] strengths and things they don't
want to do and then help everyone feel like
they are really happy of their contribution.”
(Maultsaid, 2022a)

(Image: Enriquez, 2021c)

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION 4.0 INTERNATIONAL LICENSE.

Build confidence: Emphasize the benefits
of student-created material
“I feel like it sparks your imagination or your thinking if it's an
experience that you haven't gone through.” – student (Maultsaid,
2022a)

“I like the idea that someone will read the work that I was
part of.” – student (Maultsaid, 2022a)

THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION 4.0 INTERNATIONAL LICENSE.

Reassure
Students
About
Accuracy

(Image: Microsoft Office, 2022)

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Students are Concerned About Accuracy…
“To work with other students [is good], but then also to
have someone with more knowledge or experience than the
student to also review it and offer their input and feedback.
“–student (Maultsaid, 2022a)
“I would freak out. It would be way too much
responsibility.” –student (Maultsaid, 2022a)

(Image: Unsplash, 2018)

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…Students are Concerned About Accuracy
 Students have lack confidence in their ability to
“contribute in a meaningful way if they did not have
sufficient subject matter expertise.” (Bovill, 2016)
 Research shows students are concerned about accuracy
(Hilton III et al, 2019).

(Image: Lambillotte, 2020)

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Reassure Students about Accuracy:
 source materials from far and wide
 use their own experiences
 trust the process of revising as a group

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Reassure Students About Accuracy:
Facilitate an “Open Pedagogy
Environment”
 Promptly address student concerns
 Remind students to constructively peer review
 Democratically set up an instructor review
process
 Do not edit for expression and style

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Address Concerns
About Public Sharing

(Image: Microsoft Office, 2022)

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Concerns about sharing publicly

(Image: Hendricks, 2021)

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Not all students are concerned
Only 15.2% of students (N=92) expressed concern about
their project being available locally and globally. (Werth,
2021)
In a review of recent studies, many students “expressed
appreciation in developing artefacts that could be used by
others.” (Clinton-Lisell, 2021)

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Our research (N=28) shows
78% of our participants feel
positive about sharing publicly
and a further 18% feel neutral
(Maultsaid, 2022a)

(Microsoft Office, 2022)

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Support Students Sharing Publicly
1

2

3

4

Discuss publishing
options

Provide students
with advice on
where to publish

Discuss Creative
Commons
licensing (Creative
Commons, n.d.)

Allow students to
remain
anonymous and
not credited

(Image: Microsoft Office, 2022)

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Takeaways
 Support students to confidently fulfill
their central role in Open Pedagogy

 Encourage students to trust the peer
process and to stay authentic to themselves
 Provide students with advice for sharing
publicly
Get ongoing consent for public sharing

(Image: (Moreland, 2019)

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Thank you
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References
Axe, J., Childs, E., DeVries, I., & Webster, K. (2020). Student experiences of Open Educational Practices: a systematic
literature review. Journal of E-Learning and Knowledge Society, 16(4), 67-75. https://doi.org/10.20368/19718829/1135340
Baran, E., & AlZoubi, D. (2020). Affordances, challenges, and impact of open pedagogy: examining students’ voices.
Distance Education, 41(2), 230–244. https://doi.org/10.1080/01587919.2020.1757409
Bishop, J. (2018). Tree. [Image]. Unsplash. https://unsplash.com/photos/EwKXn5CapA4
Bovill, C., Cook-Sather, A., Felten, P. et al.(2016). Addressing potential challenges in co-creating learning and teaching:
overcoming resistance, navigating institutional norms and ensuring inclusivity in student–staff partnerships. Higher
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Clinton-Lisell, V. (2021). Open Pedagogy: A Systematic Review of Empirical Findings. Journal of Learning for
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Creative Commons (n.d.) Share your work. https://creativecommons.org/share-your-work/
Furtado, F. (2018). Sticky Notes on Paper. [Image]. Unsplash. https://unsplash.com/photos/2zDXqgTzEFE
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References
continued...

Hendricks, C. (2021). Student perceptions of writing open case studies: A work (very much) in progress. [presentation].
KPU: Open Education Research Institute, https://osf.io/2eh8y/
Enriquez, A. (2021a). A group of co-workers of varying genders having a meeting. Vice:
https://drive.google.com/file/d/1AsTKcBHsi49xQLTWXRsQ3rPI8P09RJ4G/view
Enriquez, A. (2021b). A trans person and a trans man discussing something in a meeting. Vice:
https://drive.google.com/file/d/1X6IHBOBD-Go6xLzoT6NnkI6ZYBDQQNEB/view
Enriquez, A. (2021c). A trans man showing a non-binary colleague something on a laptop. Vice:
https://drive.google.com/file/d/12-wDcvwHka756nXZk5X6evqbnw4ZtGVY/view
Hilton III, J., Wiley, D., Chaffee, R., Darrow, J., Guilmett, J., Harper, S., & Hilton, B. (2019). Student perceptions
of open pedagogy: An exploratory study. Open Praxis, 11(3), 275–288.
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KPU (n.d.). Get connected. Stay connected. [Image]. KPU. https://www.kpu.ca/
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Mars Sector 6, 2018 [Image], unsplash https://unsplash.com/photos/IgUR1iX0mqM
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References
continued

Maultsaid, D. (2022a). Open Pedagogy and Care: A multi-jurisdictional study of four BC institutions
[unpublished data]. KPU, Surrey, BC.
Maultsaid, D (2022b, May 6). Open Pedagogy and the Inclusion of Marginalized Students. [Blog Post]. KPU
Teaching and Learning Commons, Kwantlen Polytechnic University, BC, Canada
https://wordpress.kpu.ca/tlcommons/open-pedagogy-and-the-inclusion-of-marginalized-students/
Microsoft Office (n.d.) Lab work, Teacher and Students, Keyboarding, Bullseye, Working on the Computer,
Coffee Cup [Images]. Bing Image Search. Microsoft.
Moreland, W. (2019). Back to School [Image]. Unsplash. https://unsplash.com/photos/GkWP64truqg
Nguyen, D. (2021). Classroom. [Image]. Unsplash. https://unsplash.com/photos/3GlPOH56ZdY
Thian, M. (2018). People Inside Room. [Image]. Unsplash. https://unsplash.com/photos/-VHQ0cw2euA
Werth, E., & Williams K. (2021). Exploring Student Perceptions as Co-authors of Course Material.
Open Praxis, 13 (1), 53-67.DOI: http://doi.org/10.5944/openpraxis.13.1.1187Praxis

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