Blog 2- EDCI 335

Open Pedagogies is a great way to incorporate open learning resources in our teaching and assessment strategies, which encourage students to actively share and create new ideas (Wiley & Hilton, 2018). In this project, students are asked to work as a group to create a project as a presentation, report, infographic, or  video. This allows students to explore different types of projects and to encourage self-expression. The goal of the assessment is to describe AAC devices and how it helps students in their learning journey. By allowing students to choose their project format, students can actively engage in the subject material and choose what works best for them. Moreover, we also encourage students to use at least five references such as journals, academic articles, books, and more to promote further exploration on the use of AAC. 

For this assessment on AAC (Augmentative and Alternative Communication) devices, open pedagogies align well with experiential learning principles. Open pedagogies encourage students to create and share knowledge freely, promoting collaboration and sharing of ideas (Wiley & Hilton, 2018). In this project, students are asked to work in groups to create a project in a format they prefer, such as a presentation, report, infographic, or video. This flexibility allows students to choose a method that suits their learning style and interests. This encourages them to engage with a variety of sources and perspectives, further enriching their learning experience (Wiley & Hilton, 2018).

Another great way to enhance the learning experience is Experiential Learning, which is the art of learning by doing, instead of just reading or listening. In this type of learning, students can actively engage in activities that would allow them to engage in hands-on practice. This approach emphasizes the importance of reflection, where students can relate their own experiences to the subject matter (Kolb, 2014). This is reflected in our assessment plan where students can learn by doing, which helps them understand what works well and what doesn’t, which helps students to gain a deeper insight into the subject matter. 

Another key feature of experiential learning is that it focuses on student collaboration and interaction, which often involves group work in which students can solve problems together. This again reflects in our activity plan, which encourages students to incorporate group work in their activity. This actually helps in improving communication and teamwork skills, which enhances student learning (Kolb, 2014).

By incorporating these learning strategies, we are helping students learn about AAC devices and also develop their research, collaboration, and critical thinking skills. This approach makes the learning process more engaging and meaningful, preparing students for real-world applications of their knowledge.

References

• Kolb, D. A. (2014). Experiential Learning: Experience as the Source of Learning and Development. New Jersey: FT Press. https://www.researchgate.net/publication/235701029_Experiential_Learning_Experience_As_The_Source_Of_Learning_And_Development

• Wiley, D., & Hilton III, J. L. (2018). Defining OER-Enabled Pedagogy. The International Review of Research in Open and Distributed Learning, 19(4). https://doi.org/10.19173/irrodl.v19i4.3601