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Building on last year\u2019s success with the Diversifying the Curriculum<\/em> initiative (Izquierdo Sanchez\u00a0and Gonzalez Bonnet, 2024), our 2024\/25 Microeconomics 4 project took another step toward\u00a0inclusive, student-led learning. This year, we expanded the blog assessment introducing a\u00a0competitive edge.<\/p>\n Rationale and Aims<\/strong><\/p>\n The core aim remained the same: to make microeconomic concepts more relatable and\u00a0engaging through collaborative, student-generated content. We asked students to create blog\u00a0posts connecting theoretical frameworks to real-world issues. However, to deepen\u00a0engagement, we introduced a prize \u2014 in the form of Amazon vouchers \u2014 for the most innovative\u00a0and relevant blog post, as judged by teaching staff. The winning entry was also promoted on\u00a0Instagram via our outreach account, @dailylifeecon<\/a> (Izquierdo Sanchez and Tayler, 2024; 2025).<\/p>\n This dual incentive (a \u00a350 Amazon voucher for each group member and social media\u00a0publication) had two goals: to motivate excellence and creativity in student work, and to offer\u00a0visibility and recognition for high-quality outputs beyond the classroom.<\/p>\n As in the previous year, all blog posts were shared anonymously on the Microeconomics blog<\/a>, now a co-created Open Educational Resource (OER)\u00a0(Izquierdo Sanchez, 2024). This initiative aligns with inclusive pedagogies and the values of Outputs and Delivery<\/strong><\/p>\n Students worked in groups to produce blog posts applying microeconomic theory to current\u00a0societal issues. The winning post, \u201cThe Hidden Signals of Shrinkflation<\/em>,\u201d explored how market\u00a0signalling conceals changes in product value \u2014 a highly relevant and creative topic. What stood\u00a0out was its ability to connect core theoretical concepts with current consumer trends, while\u00a0also linking the material from Microeconomics 4 with broader topics covered in other\u00a0economics modules. This demonstrated not only subject understanding but also Incentivising assessments \u2014 whether through public recognition or rewards \u2014 can significantly\u00a0boost student motivation and creativity (Rust, 2002; Gibbs and Simpson, 2004). In this case, the\u00a0combination of prize and publication encouraged students to go beyond meeting basic\u00a0requirements and think more critically and originally about their work. Additionally, by\u00a0embedding these outputs into an OER, we ensured that student contributions had lasting value\u00a0beyond the module itself.<\/p>\n Student Reception and Evaluation<\/strong><\/p>\n The response from students was overwhelmingly positive. A post-course opinion survey\u00a0(completed by around 40% of the cohort) revealed:<\/p>\n More specifically:<\/p>\n These results support the idea that the blog-based OER assessment not only supported\u00a0conceptual understanding but also increased motivation, creativity, and a sense of ownership in\u00a0learning.<\/p>\n Challenges<\/strong><\/p>\n Introducing a prize naturally raised questions about balancing motivation with inclusivity. To\u00a0address this, we designed a clear marking rubric focused on relevance, creativity, and clarity \u2014\u00a0rather than writing style or prior academic experience. We also ensured transparency in how\u00a0decisions were made, and made space in class for all students to share and discuss their work.<\/p>\n Managing the logistics of evaluating and selecting the winning entry was time-intensive.\u00a0However, involving teaching assistants in shortlisting helped streamline the process.<\/p>\n Next Steps<\/strong><\/p>\n Given the success of the prize and OER components, we plan to embed both permanently in\u00a0Microeconomics 4.<\/p>\n Additionally, we aim to contribute further to the teaching and learning community supporting\u00a0wider adoption of inclusive, creative, and student-led assessment design.<\/p>\n Broader Reflections<\/strong><\/p>\n This project reflects several principles of curriculum diversification:<\/p>\n Ultimately, students don\u2019t just learn economics \u2014 they help communicate and apply it.<\/p>\n References:<\/strong><\/p>\n [\/et_pb_text][et_pb_comments _builder_version=”3.17.6″ show_avatar=”on” show_reply=”on” 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open education \u2014 improving accessibility, encouraging student agency, and supporting peer\u00a0learning (Wiley et al., 2013; Mori\u00f1a, 2017).<\/p>\n
interdisciplinary thinking and the ability to synthesise learning across the curriculum.\u00a0<\/p>\n\n
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