Open pedagogy is an instructional approach that prioritizes collaboration, transparency, and student agency in learning. This approach is grounded in the idea that students are not merely consumers of knowledge but active contributors, shaping their educational experiences by creating and sharing learning materials. Key features of open pedagogy include open planning, open products, open reflection, and open processes, all of which encourage innovation, inclusivity, and the co-construction of knowledge (University of British Columbia, 2021).
In the context of our topic, “Differentiated Instruction in Diverse Classrooms”, open pedagogy presents both opportunities and challenges. This approach aligns well with differentiation by promoting student-centered learning, allowing learners to take ownership of their education and customize their learning experiences. According to the University of British Columbia (2021), open pedagogy encourages flexibility in content delivery and assessment, accommodating various learning styles and needs. By incorporating open resources, students have access to diverse perspectives, helping to create more inclusive learning environments (Univesity of British Columbia, 2021). Additionally, the collaborative nature of open pedagogy supports peer learning and knowledge-sharing, which can enhance the learning experiences of students with different backgrounds and abilities.
When considering the best instructional approach for our Interactive Learning Resource, our group decided that experiential learning aligns most closely with differentiated instruction. Experiential learning, as outlined in Kolb’s Experiential Learning Theory, provides hands-on experiences that cater to diverse learning preferences (ParmisB, 2025). It emphasizes direct engagement, reflection, and practical application, which are crucial elements of differentiated instruction. By offering activities tailored to different learning styles, experiential learning ensures that students with varying needs and abilities can engage meaningfully with the content (ParmisB, 2025).
While open pedagogy fosters collaboration and knowledge-sharing, experiential learning’s structured yet flexible approach offers a more practical way to implement differentiated instruction in diverse classrooms. Therefore, while open pedagogy has a place in supporting differentiation through resource accessibility and student agency, experiential learning provides a more direct and adaptable framework for addressing diverse student needs effectively.
References
Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources. [PDF]. Wikimedia Commons. https://upload.wikimedia.org/wikipedia/commons/c/ca/Ed_Tech_Hegarty_2015_article_attributes_of_open_pedagogy.pdf
ParmisB. (2025). Experiential learning. EDCI 335-ParmisB. https://parmbbedci3352025.opened.ca/experiential-learning/
University of British Columbia. (2021). Defining open pedagogy. POSE. https://pose.open.ubc.ca/open-education/open-pedagogy/defining-open-pedagogy/
My Comments on Peer’s Posts:
February 26, 2025
Hi Zeah,
I really enjoyed reading your post and loved how you connected information from my post to your own. Open pedagogy is indeed a powerful approach, especially in diverse learning environments/classrooms. The connection you made to differentiated learning is really interesting–allowing students to take ownership of their learning and education can help effectively address different needs and learning styles. A question that arises with this approach is whether challenges like digital access or varying student motivation levels would impact its effectiveness.
March 31, 2025
Hello Zeah,
For my blog post #2, I chose “Cooperative Learning,” and I think that “Open Pedagogy” pairs with this nicely. From my understanding of you blog post, ‘open pedagogy’ promotes student centred learning by encouraging collaboration, transparency, and shared knowledge creation, which aligns well with the principles of ‘cooperative learning’. Both approaches emphasize active engagement, peer interactions, and inclusivity, allowing students to learn from one another while developing problem-solving skills. It would be interesting to combine the two by having students working together to customize their learning by collaboratively selecting learning materials, designing assignments, and setting personal learning goals based on their interests and needs. For example, in a cooperative learning setting that incorporates open pedagogy, students could work in small groups to create and share open educational resources, such as study guides, videos, or interactive presentations tailored to different learning styles. This totally relates to differentiated learning by ensuring that students engage with content in ways that suit their individual needs while benefiting from peer collaboration. Differentiated learning acknowledges that students have diverse learning preferences, abilities, and interests, requiring flexible instructional strategies. By incorporating cooperative learning and open pedagogy, students can customize their educational experiences in a way that works for them, encouraging students to actively learn and engage rather than passively absorbing information. This approach supports differentiated learning by allowing students to collaborate in mixed-ability groups, select learning materials that align with their interests, and participate in hands-on activities that cater to different learning styles. Thanks for the amazing blog post, I love both of our chosen approaches can complement each other so well in a differentiated way.