Blog Post 2: Open Pedagogies in Cooperative Learning

In cooperative learning, students are divided and organized into small groups to work collectively, learning and demonstrating content provided by the instructor (Yusuf, 2019). The instructor should assign the students separate roles within the group in order to maintain their autonomy, yet still be able to collaborate with peers. Cooperative Learning has become increasingly popular in recent years; learning has shifted from teacher-centred to learner-centred methods (Yusuf, 2019). Learning collaboratively in a small group shows an increase in productivity, learning and motivation among students (Yusuf, 2019). Students working in a group are encouraged to understand their role, and others’ dependence on them; therefore, may be motivated to work harder. This type of learning engages students to specialize on a specific topic and work as a team to learn the content.

This week, our class was assigned the Learning Design Blueprint assignment with instruction to collectively identify a topic or concept to teach a group of people. My group (7) had decided on the following program: Fueling the Future: A High School Physical and Mental Health and Wellness Program. In order to find the appropriate instructional approach for our program, my group used methods of cooperative learning, and individually researched the five instructional approaches. These include:

• direct instruction
• inquiry-based learning
• cooperative learning
• experiential learning
• open pedagogies

The instructional approach that I researched on behalf of my group was open pedagogies. Considered a form experiential learning, this method helps students contribute to knowledge rather than simply consuming it (Open Pedagogy, 2023). Students would research and apply the knowledge into a product that displays the content. Often, instructors will encourage students to contribute their own insight and ideas in addition to the content provided. Open pedagogies is considered a separate approach to instruction for its’ particular emphasis on accessible learning. The output of students involved in open pedagogy will often result in collaborative products, being openly licensed and accessible to others. An important aspect to open pedagogy is to have equity among learners, meaning an even opportunity for all, regardless of disability, restrictions, or any other factors (Open Pedagogy, 2023). An example of this would be having printable material available for individuals who lack internet access, or materials necessary to reach the internet. There are many ways to involve students in the creation of knowledge. This class, for an example, uses a wide range of open pedagogy. Word Press.org itself is a platform that instructors can use to conduct open pedagogy. By creating this post, I participated in open pedagogy as I researched the topic and created this post as a product of the content provided. I have also added my own insight and perspective to compliment it. This is also openly licensed for the class (and the world) to see if they wish. Others can use my material to assist them on learning, and vice versa, I can use theirs.

As for the Learning Design Blueprint, my group had decided to use experimental learning as it is most closely associated with our program. We believed that experimental learning would be the most appropriate approach based on our target audience – high school students. We believe that this is the most efficient way to actively engage our students in learning the material provided. Methods of open pedagogy and other approaches will be incorporated within our instruction, however, experimental learning will be the most prevalent. You can learn more about experimental learning on Brayden’s post here:

References:

1. Yusuf, Q.Y. (2019) Cooperative Learning Strategies to Enhance Writing Skills among Second Language Learners. ERIC Institute of Education Sciences.
2. Open Pedagogy. (2023). University of South Carolina.