Online Interactive Pedagogical Tools for the Principles of Microeconomics Curriculum

Abstract

We discuss over one hundred interactive learning tools that we created and piloted in introductory open-education (OER) microeconomics classes. These interactive tools cover a wide range of microeconomics topics. They are highly randomized so that the presented scenario and correct answers are different on each usage of a tool, which not only provides students with unlimited practice attempts, but also significantly reduces the possibility of cheating by sharing answers. These tools can be uploaded into most learning management systems, and scores are automatically recorded. Student feedback is positive. The tools are available to others at no monetary cost at http://econreimagined.gsu.edu .

Open Pedagogy, Renewable Assignments, and Course Content Creation in Economics

“…In the effort to encourage creativity, critical thinking, and innovation, instructors have been exploring various pedagogical tools, such as interactive, randomized, and unlimited attempts of economic scenarios, used in introductory open-education microeconomics classes by Eremionkhale et al (2023), by incorporating social media like Twitter (Al-Bahrani, Patel, & Sheridan, 2017;Harmon, Alpert, & Histon, 2014;Kassens, 2014) or Facebook and Instagram (Al-Bahrani & Patel, 2015), or computerized economic simulations (Porter, Riley, & Ruffer, 2004), student centered tools such as open pedagogy which allows learners to co-create and curate the course content (Wiley & Hilton, 2018), and the like. Within this momentum, this article discusses the use of combination of open pedagogy and experimental economic games in the classroom.…”