Open-access online course available for teaching international political economy

The POSTCAPE project set out to rethink the study of political economy and capitalism. It also sought to integrate research into teaching and develop learning materials. These goals were realised through the incorporation of the research findings into teaching and the creation of open educational resources.

The Tampere University researchers involved in the POSTCAPE project are members of the International Political Economy and Ecology Research Group (IPE2), which seeks, among other goals, to bring the teaching of political economy into the mainstream. The new online course helps teachers to address political economy themes in their teaching.

The participants from Tampere University included Associate Professor of International Relations Anni Kangas and postdoctoral researchers Mikko Poutanen and Anna Rajala.

They describe the development of the online course as a carefully planned process inspired by the principles of slow research. The course has been designed so that teachers can either use it as a complete package or select individual videos, assignments or themes that support their existing courses. For example, the lecture content was recorded as a series of short videos that are also available on YouTube.

- The process of developing the course provided valuable opportunities for networking. We identified the most suitable experts for each recorded lecture, which meant that the three of us did not have to manage every aspect of the course ourselves. Drawing on our wider network also helped to raise awareness of the course among colleagues, says Poutanen.

A dedicated studio space equipped with teleprompters and professional lighting was set up in the Pinni B building for recording the videos. Access to specialist technical and pedagogical support was one of the key factors in the success of the project, and University Instructor Timo Uotinen played an instrumental role as technical producer. He offered valuable feedback on the course content and pedagogical solutions and was also responsible for editing the materials and designing the visual appearance of the slides. As a result, the course avoids becoming a slideshow marathon and instead provides a genuinely engaging and accessible learning experience. 

Accessibility considerations guided the course design

Accessibility was a priority throughout the course design process. The videos are captioned, content is divided into smaller sections, and information is presented in multiple formats to accommodate different learning preferences and support a variety of ways of using the materials. The course includes videos, assignments, brief introductory texts and a PDF that brings the content together.

- The different types of learning materials support a broader understanding of the topic and cater to diverse learning needs. Some learners learn best through reading and benefit from recommended reading lists and links, while others learn more effectively by watching videos. This approach could also be applied during regular courses, not only online courses, says Anna Rajala.

The course content is organised into short sections, making it easier for teachers to reuse the materials.

- Teachers can select only those sections that are relevant to their own courses. For example, I have used the materials in my intermediate-level political economy course, the theme of which varies from year to year. Students watch the videos in advance, and classroom sessions are dedicated to learning activities, discussion and reflection. In this respect, the course is based on the flipped learning approach, says Anni Kangas.

Although the course has been developed as an open educational resource, it is not intended for a general audience with no prior knowledge of the subject. The course is delivered in English, and participants should have a basic understanding of international political economy.

Sharing knowledge openly to create societal impact

- Publishing open educational resources can feel daunting because, once they are made publicly available, they may be scrutinised by a large number of experts, says Mikko Poutanen.

- However, the focus should be on the contribution that these resources make to the wider availability and dissemination of knowledge. Given the subject matter of the course, it was easy to see this as something that serves the common good and should be shared as widely as possible. The relationship between open science principles and researchers’ intellectual property rights is not always straightforward and must be carefully addressed. Still, I do not see these issues as a barrier to developing open educational resources, provided that the necessary agreements and infrastructures are in place, he adds. 

- I am motivated by the idea that knowledge that is generated through publicly funded research should be openly shared. If universities have a mission to teach and share knowledge, then the publication of open educational resources is a natural extension of that mission, adds Anni Kangas.

Anna Rajala encourages anyone considering the development of open educational resources to involve technical and digital pedagogy specialists in the project from the outset. 

- It is important to begin the process by clearly defining the target audience and course content, selecting appropriate pedagogical approaches and taking accessibility re-quirements into account. A good plan is one that continues to evolve throughout the process, says Rajala.

- The publication of open educational resources is one way to make a positive impact on society through research and teaching. When the outcomes of a research project are discussed, the focus tends to be on research articles, even though an openly available course can also be a significant outcome and an effective way of delivering societal impact, concludes Anni Kangas.

Explore the online course and learn more about the POSTCAPE project and the IPE2 research group:

• DigiCampus Moodle: Approaches to international Political Economy – Open Educational Resource
• POSTCAPE –hanke
• International Political Economy and Ecology Research Group (IPE2)