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Informed by literature and personal experience, we overview the evolution of a learner-centric Open Education Practice administered in our courses and offer practical strategies for instructors assigning student-authored Open Educational Resources (OER). The essay argues for designing open pedagogy renewable assessments, namely a student-authored textbook assignment, that evolves into a pedagogical tool for empowering students to present their unique selves and integrate observable diversity through visual representations.
McGowan-Kirsch et al. (Mon,) studied this question.