Generative and increasingly agentic AI are challenging educators to rethink what, how and why we assess. As AI systems become more capable of producing polished work and completing complex tasks, assessment focused primarily on final products may tell us less about what students actually understand, can do and are learning along the way.

This webinar explores how open pedagogy can help educators respond by shifting greater attention from product to process and by designing learning experiences that strengthen learner agency, intrinsic motivation and metacognition. Open pedagogical approaches can give learners greater voice and choice, invite them to pursue meaningful questions, work with and create open educational resources, collaborate with others and contribute knowledge that has value beyond the classroom.

These approaches are especially relevant in an age of AI because they make learning more visible. They create space for productive struggle, iteration, feedback, reflection and skill development, while helping educators make more intentional decisions about when AI can extend learning, when it may displace important cognitive or creative work and when students need to demonstrate capabilities independently.

The session also considers how open pedagogy can provide a more equitable alternative to responses centred on surveillance, detection and policing. Participants will explore practical ways to design more authentic, participatory and meaningful assessment while strengthening confidence in student learning

Key takeaways

Participants will:

• Explore why generative and agentic AI are accelerating a shift from product-focused assessment toward greater attention to process, judgment, reflection and skill development
• Understand how open pedagogy can strengthen learner agency, intrinsic motivation and meaningful engagement through voice, choice and authentic participation
• Examine how productive struggle, iteration, feedback and metacognition can support deeper learning and make skill development more visible
• Explore how open educational resources and open pedagogical practices can position students as contributors, collaborators and creators
• Consider how authentic, participatory assessment can provide a more equitable alternative to surveillance and detection while helping educators decide when AI should support, extend or remain outside the learning process