Document Type

Chapter

Journal/Book Title/Conference

Open Educational Resources for and as Assessment

Editor

Eliana Elkhoury, Jako Olivier, and Travis N. Thurston

Publisher

Utah State University

Publication Date

2025

First Page

81

Last Page

90

Abstract

This chapter considers ways that basic student research can act as a transformative OER pedagogy. The author examines student co-created lessons and assesses an open pedagogy design model utilized in California Community College Excel courses over the last 10 years. While Excel is a valued academic and job-oriented skill, many students find that spreadsheets are not engaging nor the primary focus in most courses. It is through this design model that students are encouraged to curate “micro” lessons for fellow students, acting as active curators rather than passive learners. The concepts thoughtfully encourage students to have agency/ hope, develop advocacy skills, identify cultural wealth, develop intersectional awareness, self-examine positionality as a practice, utilize systemic analysis, facilitate relational accountability, and navigate power/privilege and freedom of information. The assessment for/as a learning model is inherently humanized, flexible and Universal Design focused. It engages online students in an asynchronous environment through activities like Canvas discussions. Popular source research challenges systemic issues surrounding academic source standards, allowing for non-dominant information to meet research criteria. Genuine respect for student diversity and intersectionality is made clear. Meeting students “where they are” and “when they are” has become critical. Articulating that message to students, can make way for a more thoughtful course design. The impact of course assessment design is an opportunity to engage with students. Those who are on the job, or in courses where Excel is used but not the focus, find that having the time to explore specific skills in community can make Excel manageable, less stressful, and less abstract. This chapter further explores the concept of “openness” by creating a sustainable learning ecosystem, one in which student health, needs, and justice are considered along with the curriculum. Sustainable learning outcomes empower students to be in academic environments while sustaining themselves first. As well, issues of transparent, labor-based grading, use of social media, preparing learners to learn, authenticity and the potential to convert this to a renewable assignment will be discussed.

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