ABSTRACT
The focus of this chapter turns to speculative pedagogy, with a case study of a postgraduate course on digital learning futures that was generated with and by students through the production of peer- and teacher-assessed Open Educational Resources (OERs). Exploring this course in the context of open education and the hopes pinned on it in the early 2000s, as well as the more critical perspectives emerging in the 2010s, the chapter details the development and evolution of the OER assignment. It examines the kinds of futures made through the OERs themselves and how these futures, in turn, shaped the course in each of its many iterations. The student-generated content, the peer feedback mechanisms, and the persistence and openness of the materials created a speculative, experimental space for learning and teaching that sheds some light on the nature of openness and the possibilities of speculative pedagogies in higher education.
