The Microeconomics Blog: Inclusive Learning Using Open Educational Resources (OER)

1. Introduction and Motivation

In the academic year 2023-2024, we introduced an innovative coursework component within the Microeconomics 4 module at the University of Manchester, this module is taught for BA Economics and PPE students. Around 200-250 take this module yearly.

In the new assessment, students in groups had to choose a relevant topic from their daily lives or a 21st-century challenge which they considered was an application of one of the topics in the modules. They had to write a blog post for a general non-specialised audience, and were given clear instructions to use an engaging, non-technical language. Once the blog posts were submitted and marked, they were shared anonymously with the class in the “Microeconomics 4 Blog”, using it as an Open Educational Resource (OER) and co-created teaching resource (Pezzino and Riganti, 2022). The coursework aimed at enriching student learning and boosting peer-to-peer learning and engagement by involving them in the co-creation of blog posts. This initiative was motivated by the intention to enhance students' understanding of microeconomic concepts through real-world applications and to foster an inclusive learning environment that promotes peer-to-peer learning and diverse perspectives. This initiative aligns with the principles of open educational resources (OER) and inclusive education, making the learning experience more engaging and relevant (Wiley et al., 2013; Moriña, 2018).

Traditional methods of teaching microeconomics often focus on theoretical concepts and mathematical models, which, while essential, can sometimes seem disconnected from real-world applications. My motivation was to bridge this gap by allowing students to explore microeconomic principles through the lens of everyday experiences and current events. By creating blog posts, students could engage more deeply with the material, apply theoretical knowledge to practical situations, and develop essential employability skills such as critical thinking, effective communication, group work, and digital literacy (Biggs et al., 2022).

In the following sections, I detail how we developed the blog as an OER, the learning outcomes and how they align with a modern curriculum in Economics, and how the coursework was perceived by the students.

2. Developing the Microeconomics Blog and the Intended Learning Outcomes

The development of the Microeconomics Blog involved several stages. This coursework was introduced as a main component of the assessment for the module; it's worth 40% and the final exam 60%. One of the TAs involved in the teaching team was involved in the initial design stage – Natalia Gonzalez Bonnett – and the integration of the coursework was supported by a grant from the Schools of Social Science at the University of Manchester – Diversifying the Curriculum fund. Students were organized into groups of four, each tasked with selecting a topic related to the module content, inspired by everyday experiences or current events. This approach encouraged students to think critically about how microeconomic concepts apply to the world around them (Bean and Melzer, 2021; Nicol, 2012).

Students were required to write a blog post on their chosen subject. The blog post had to be written in a non-technical style to appeal to the general public, challenging students to communicate complex ideas clearly and engagingly. This exercise not only helped students understand the material better but also improved their ability to convey information to non-specialists, a crucial skill in many professional contexts (Carless et al., 2011).

To ensure the quality of the blog posts, we provided students with detailed guidelines and a rubric outlining the criteria for evaluation (marking guidelines and rubrics are available on request). These criteria included the relevance of the topic, the clarity of the writing, the use of academic and non-academic literature, and the ability to engage the reader. This clear structure helped students understand the expectations and provided a framework for their work.

We were quite open to the format the blogs could follow. We required that they not be written or formatted in an essay style, which is what most students were used to. We tried to encourage creativity and originality in their presentation. Students were free to use various multimedia elements such as images, videos, and infographics to make their posts more engaging and accessible. This freedom allowed students to experiment with different ways of communicating their ideas, enhancing their digital literacy and ability to present information in a visually appealing and reader-friendly manner. By doing so, I aimed to foster a more dynamic and interactive learning experience that goes beyond traditional academic writing, encouraging students to think outside the box and engage with their audience in innovative ways. This approach also helped students develop valuable skills in digital content creation, which are increasingly important in today’s information-rich and technologically advanced world.

The introduction of the blog project in the Microeconomics 4 module aimed to achieve several key learning outcomes. These outcomes were designed to enhance students' academic understanding, foster essential employability skills, and promote an inclusive and engaging learning environment. By engaging in this innovative coursework, students were expected to deepen their comprehension of microeconomic concepts, apply theoretical knowledge to real-world scenarios, and develop critical skills needed for their future careers. Table 1 outlines the Intended Learning Outcomes (ILOs) of the project.

Table 1: Intended Learning Outcomes (ILOs)

3. Sharing the Microeconomics Blog: An Open Educational Resource (OER)

Once the blogs were completed, they were shared anonymously with the entire class. This approach allowed students to benefit from each other’s insights and to see practical applications of microeconomic principles, co-creating teaching resources. These blog posts were included in a public blog, ensuring that diverse perspectives are accessible to current and future students; you can access the blog at https://microeconomics4blog.blogspot.com/ . This open educational resource (OER) approach supports the dissemination of knowledge and promotes lifelong learning (Wiley, 2016). Future students who join the course will have available past blog posts creating a lifelong resource for the module.

Public Sharing and Opt-Out Option: To respect student preferences, those who preferred not to share their work publicly had the option to opt out. However, participation was high, with most students willing to share their posts (just one group out of 52 decided to opt out).

I decided to use Blogger, a free online resource that allowed students easy access without creating an account. Creating the final blog and passing the submissions to the general blog was labour intensive, as we made the blog accessible before the final exam so it could also be used as a source for final exam revision. In the future, we have to look at making the blog creation more effective in terms of workload.

To further incentivize engagement and participation, the best blog post, in terms of relevance to current issues faced by society, was awarded a prize. The winning group received an Amazon voucher, and their blog post was published on the Instagram account @dailylifeecon, run by Sofia Izquierdo Sanchez (module leader) and William Tayler (Lancaster University) – you can access the co-created Instagram post by the winner group. This account connects daily life events with theoretical concepts, enhancing engagement through a research-led curriculum approach (Izquierdo Sanchez and Tayler, 2024).

The use of social media to share student work not only provided additional motivation but also extended the reach of the project. By publishing the best blog posts on Instagram, we were able to engage a broader audience and showcase the students' work to the public. Creating a prize gave the opportunity to have an extra award in the students' CVs. This approach aligns with research indicating that social media can be an effective tool for enhancing student engagement and promoting active learning (Greenhow and Lewin, 2019).

4. Final Remarks and Students’ Feedback

The assignment's reception was very positive. Students appreciated the opportunity to explore microeconomic topics that resonated with their personal interests and current events. They reported that working in groups improved their communication and teamwork skills and found the process of discussing ideas and dividing tasks both challenging and rewarding.

The quality of the blog posts reflected the students’ understanding of the subject, with many groups choosing innovative and relevant topics. The incorporation of current events added relevance to their analysis. By applying theoretical concepts to practical situations, students gained a more comprehensive and practical grasp of microeconomics, preparing them for their exams and future careers. The final average of the module increased by, on average, over 2% compared to the previous years, and the distribution of marks was less skewed and followed a more normal distribution compared to previous academic years (up to 2019/2020). Previously the assessment for this module was 2 multiple choice tests (worth 10% each) and coursework (worth 20%).

A feedback questionnaire was sent to students after the coursework was submitted (over 25 students responded to the volunteer questionnaire). 100% found the blog coursework very interesting or exciting, and 80% said it enhanced their understanding of microeconomic concepts and promoted peer-to-peer learning.

The project also succeeded in promoting an inclusive learning environment. By working in diverse groups and sharing their work anonymously, students were exposed to multiple viewpoints and learned to appreciate different perspectives. This approach helps prepare students for the diverse and collaborative nature of modern workplaces, fostering skills that are essential for success in a globalized economy (Danowitz and Tuitt, 2011).

The project's success has led to plans for its continuation and expansion in future academic years. Students will automatically have access to past blog posts, ensuring that diverse perspectives are shared among them and fostering an environment and platform where multiple viewpoints are heard. Additionally, we plan to continue having the prize component attached to the coursework. By maintaining these initiatives, I aim to sustain the positive impact on student learning.

References

Bean, J. C., and Melzer, D. (2021). “Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking and Active Learning in the Classroom”, Jossey Bass/Wylie 3^rd Edition.

Biggs, J., Tang, C., Kennedy, G. (2022). Teaching for Quality Learning at University. McGraw-Hill Education, 5^th Edition.

Carless, D., Salter, D., Yang, M., and Lam, J. (2011). “Developing sustainable feedback practices”. Studies in Higher Education, 36(4), 395-407. https://doi.org/10.1080/03075071003642449

Danowitz, M. A., and Tuitt, F. (2011). Enacting inclusivity through engaged pedagogy: A higher education perspective. Equity and Excellence in Education, 44(1), 40-56. https://doi.org/10.1080/10665684.2011.539474

Greenhow, C., and Lewin, C. (2019). “Social media and education: Reconceptualizing the boundaries of formal and informal learning”. Social Media and Education, Routledge 1^st Edition. https://doi.org/10.1080/17439884.2015.1064954

Izquierdo Sanchez, S, and Tayler, W. J. (2024). “Instagram Economics”, Scholarship and Innovation in Management Education (SIME), URL: https://doc.your-brochure-online.co.uk/Lancaster-University_Scholarship-and-Innovation-in-Management-Education/23/. The Instagram account is also linked to a free website with resources for educators and students: https://sites.google.com/view/dailylifeecon/home

Moriña, A. (2017). Inclusive education in higher education: Challenges and opportunities. European Journal of Special Needs Education, 32(1), 3-17. https://doi.org/10.1080/08856257.2016.1254964

Nicol, D. (2012). From monologue to dialogue: Improving written feedback processes in mass higher education. Approaches to Learning that Enhance Learning in Higher Education, Routledge 1^st Edition. https://doi.org/10.1080/02602931003786559

Pezzino, M, and Riganti, A. E. (2022). “Co-Creation of Teaching Resources and Co-Teaching”, The Economics Network: Ideas Bank, https://doi.org/10.53593/n3523a

Wiley, D., Bliss, T. J., and McEwen, M. (2013). Open educational resources: A Review of the Literature. In Handbook of Research on Educational Communications and Technology (pp. 781-789). Springer. https://doi.org/10.1007/978-1-4614-3185-5_63

Yorke, M. (2006). Employability in higher education: What it is – What it is not. Learning and Employability Series 1. Higher Education Academy. URL: https://s3.eu-west-2.amazonaws.com/assets.creode.advancehe-document-manager/documents/hea/private/id116_employability_in_higher_education_336_1568036711.pdf