This research article explores the intersection of creative pedagogical practices, open educational resources (OERs), and Non-Fungible Tokens (NFTs) in the field of education. With the rapid advancement of digital technologies, the potential for innovative approaches to teaching and learning has expanded, giving rise to new opportunities and challenges. This study aims to critically examine the use of NFTs as a deconstructionist solution to enhance the accessibility, engagement, and authenticity of OERs in educational settings.
Drawing on theoretical frameworks from deconstructionist philosophy and the principles of open education, this research takes a multi-dimensional approach to investigate the potential benefits and pitfalls of integrating NFT technology with OERs. Through a comprehensive literature review and analysis of existing pedagogical practices, the study seeks to identify the ways in which NFTs can transform the creation, distribution, and utilization of educational resources to foster creativity and learner agency.
The research also delves into considerations of intellectual property, ownership, and sustainability within the context of NFTs and OERs. It examines the implications of adopting NFTs as a means to recognize and value creative contributions from educators, students, and content creators, while addressing concerns of equity, inclusion, and ethical dimensions.
This study employs a mixed-methods research design, combining qualitative methods such as interviews and focus groups with quantitative data analysis to capture multiple perspectives and provide a comprehensive understanding of the topic. The findings of this research will contribute to the existing literature on creative pedagogies, OERs, and emerging technologies, offering insights and recommendations for educators, policymakers, and researchers seeking to harness the potential of NFTs in education.
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