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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. [ABSTRACT FROM AUTHOR]

Students acting as co-creators of academic material is growing in popularity as a pedagogical approach in higher education. With student engagement and persistence consistently being emphasized for student and institution well-being, educational praxis must foster engaged, high-retention student cohorts. This exploratory research uses a mixed-methods approach to examine the experience of students participating in a first-year course utilizing OER-enabled Pedagogy. Students considered how projects that were open impacted their perception of course engagement, satisfaction, and overall experience. Participants also evaluated their level of concern in sharing attributed academic work. A plurality of students preferred the project using OERenabled Pedagogy, indicating it increased engagement and skills acquisition. The majority of students were unconcerned about sharing work publicly, even if their names were included. Themes that emerged from interviews included the motivational value of creating work potentially valuable to others, being given agency, and receiving public credit for their efforts. [ABSTRACT FROM AUTHOR]