Integrating Open Pedagogy in Bioinformatics: A Writing and Biochemistry Enhanced Approach to OER-Based Learning

Integrating openly available informatics tools in an undergraduate research assignment provides the backdrop for a productive biochemistry and academic library collaboration. The opportunity for students to ‘choose their own adventure’ in an assignment exploring hypothetical protein structure and function enables exploration of library databases, platforms and resources important in developing written research and science communication skills. This paper outlines open pedagogy principles, educational theory, and learning objectives needed for a successful team-based biochemistry assignment. It encourages use of a number of openly available digital tools students can select for researching hypothetical proteins. The assignment requires students to explain how to use the tools, give peer-to-peer feedback, and detail the results of their exploration. Student one-on-one consultation with a librarian affords additional occasions to clarify and explain their research as part of the science inquiry process utilizing both library and beyond the library resources. It also enables the librarian to reinforce critical skills in developing information and digital literacy elements related to content authenticity, integrity and practical tips for citation management. Informal student observations and teaching reflections provide helpful input for future classes. The final written report of the semester-long project is evaluated using a well-developed rubric that summarizes student proficiency in articulating and applying biochemical principles into a credible scientific narrative.