In my final year of highscool, I decided to finally give in and take part in the Model United Nations hosted at my school. This was something my school was proud to host every year for other surrounding schools to come and partake in. I didn’t really know what it was and never cared enough to find out, thinking it was just doing “school” after school work was over. But boy, was I wrong.

For those not aware, the Model United Nations, or MUN for short, is a simulation for how the real United Nations operates. The United Nations (UN) is an international organization founded in 1945 to promote peace, security, and cooperation among countries. It addresses global issues, including human rights, development, and humanitarian aid, through collective action by its 193 member states [1].

At MUN, you become the delegate of an assigned Country. You represent said country, advocating for its interests, and engage in debates on global issues. I was the delegate of Finland, so I researched Finland’s position, drafted resolutions and colloborated with other delegates in the aim to pass a motion. If the motion passes, the action stated in the motion is carried out by the committe

By the end of it, I specifically remember being very emotional about the whole experience. I realized that, over the span of the 3 days, I put my all in representing a Country that I previously knew nothing about. I now knew about its policies, relations with other countries, and stances on moral issues. I was on the edge of my seat, anxious about whether my motion would pass, along with my allies.

I was essentially tricked into studying all things Finland for 3 days. And it was one of my best high school experiencs.

This is the power of Open Pedagogy.

Open Pedagogy? What’s that?

My experience at HIAMUN would be encompassed under the umbrella of Open Pedagogy, which I am only finding about now. Open Pedagogy is a teaching approach that emphasizes collaboration and student agency through making students contribute to knowledge, by using openly licensed resources.

Everything present at the MUN was made my the students there. Everything. Teachers were only responsible for setting up monthly meetings for students to engage together. Students led volunteering efforts to set up the classrooms, set up debate topics, and to even make advertisements for it for other schools. To give you an idea of the agency of students, this incredible video was entirely made the student body:

Students cared for it deeply and waited for it every years. Alumni would even make special appearences and cheer on participants to do their best. Lots of tears were shed by the end of it. I didn’t understand why one would care that much for it until I was a part of it. When you are an agent of something, you care about it and you do your best to see it through to the end. Open Pedagogy brings out the best in students, shedding a light for educators on the strengths, weaknesses, and unique nature of each student. Students learn about themselves too.

How Open Educational Resources Complete the Puzzle

But without Open Educational Resources (OER), the key aspect of creation is missing. OER are freely accessbile, openly licensed materials like content and tools that anyone can use, adapt, and share.

They are key to open pedagogy because they empower educators and students to collaboratively creative something for themselves and others. At HIAMUN, every particpant had their footprint somewhere, whether it be through raising a motion, engaging in debate that spark ideas for everyone, or be part of the opening and closing ceremonies. Later students learn from the material previous students presented, especially the volunteering body.

OER: Open-Source Projects

As a Computer Science student and someone into Software Development in general, I understand the importance of Open-Source Projects in how our world’s technology is advanced today. Open-source projects are collaborative software where the source code is freely available for anyone to use, modiffy, and distribute. This model proportes community involvement and innovation. Just watch this video on the impact of Open Source projects on the software community – made by GitHub:

The foundation of most internet servers and android devices is built on Linux, an open-source operating system. Python, one of the most known programming languages today, and the go-to languages in fields like data science and automation, is entirely open-source too.

Open Source Projects is a clear consequence in the global effort to make OERs. It removes financial barriers, and connects the smartest and most enthusiastic of minds to make something meanigful for the world.

Being in Control of who uses your work

Creative Commons Licensing is essential to the world of Open Educational Resources (OER) because it provides flexible ways for creators to share their work while retaining some control. Creative Commons offers a range of licenses, from the most open “CC BY,” which only requires attribution, to more restrictive ones like “CC BY-NC-ND,” which prevents commercial use and adaptation. This licensing structure allows educators and creators to contribute freely to public knowledge but also set boundaries on how their work is used, ensuring it aligns with their goals—whether it’s for broad educational access or limited scholarly use.

The variety of Creative Commons licenses matters because it allows for a tailored approach to open resources, supporting different needs in open pedagogy. For example, using a more open license can encourage collaboration and adaptability, as educators can modify resources to suit their unique classrooms and learning objectives. More restrictive licenses can still allow sharing while preserving original intentions, such as maintaining academic integrity or protecting sensitive content. By enabling creators to balance openness with control, Creative Commons Licensing powers OER and ultimately helps expand access to high-quality, adaptable educational resources worldwide.

For example, I made a Fitness Log Manager tool that I published on Github. I wanted others to use the tool freely, but I wanted them to give me credits as the creator. I also wanted to prevent alterations to it, because of its unique nature. I gave it the Creative Commons Attribution-NoDerivs (CC BY-ND) license to control exactly these permissions. My original work was preserved, and users could benefit from it as I intended.

Still on the Fence?

So I am clearly all for Open Pedagogy. It helped me in highschool through my amazing experience with HIAMUN, and still helps me to this day through all the open source projects I utilize and contribute to in my software development journey.

If you are on the fence as to if Open Pedagogy is useful to you, think about something that you really want to make an impact on. Whether that be in a professional setting, in a hobby you enjoy, or in whatever other avenue you are passionate about. Think about ways you can make it better for you or other people. Would you not want to? If the answer is yes, then that’s Open Pedagogy! 🙂

References

[1] https://www.un.org/en/mun