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OER-enabled pedagogy, one form of open pedagogy, is gaining popularity as a method for increasing student engagement and motivation. Realising the potential of this approach, however, depends on faculty implementation and reducing resistance to change. This study explores the experience of instructors during their first and second courses when facilitating OER-enabled pedagogy. Specifically, the research sought to determine how their view of the approach and teaching practices changed between classes, and if this prescribed experience increased their likelihood of using OER-enabled pedagogy in other classes. Interviews with faculty suggest that when teaching OER-enabled pedagogy for the first time, there is a lack of understanding of the value of this approach impacting their perceived mentorship of students. By the second iteration, however, instructors recognise an evolution in their view of teaching generally as well as OER-enabled pedagogy more specifically. This growth increases the quality of interaction with students and fosters broader use of open practices.

OER-enabled pedagogy, one form of open pedagogy, is gaining popularity as a method for increasing student engagement and motivation. Realising the potential of this approach, however, depends on faculty implementation and reducing resistance to change. This study explores the experience of instructors during their first and second courses when facilitating OER-enabled pedagogy. Specifically, the research sought to determine how their view of the approach and teaching practices changed between classes, and if this prescribed experience increased their likelihood of using OER-enabled pedagogy in other classes. Interviews with faculty suggest that when teaching OER-enabled pedagogy for the first time, there is a lack of understanding of the value of this approach impacting their perceived mentorship of students. By the second iteration, however, instructors recognise an evolution in their view of teaching generally as well as OER-enabled pedagogy more specifically. This growth increases the quality of interaction with students and fosters broader use of open practices. [ABSTRACT FROM AUTHOR]