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The concept of open pedagogy* is a core strand of the broader open scholarship ecosystem, driven by a movement of educators who seek to promote the implementation of open policies, practices, and resources in education. The meaning of open pedagogy is evolving globally and quickly, and encompasses a broad range of practices and techniques.
Open pedagogy is "about teaching and learning practices and tools that empower teachers and learners to access, create and share knowledge openly and learn deeply." (Burnett, Solomon & Healy, nd)
Open pedagogy supports "freedom for individuals to access content to reuse it in ways they see fit, to develop new methods of working and to take advantage of the opportunities the digital networked world offers.” (Weller, 2013)
*Open pedagogy is referred to in the literature using a range of terms including as open education, open educational practices and OER-enabled pedagogy.
The motivations to adopt open pedagogy inform its key features and benefits. At its core, open pedagogy is underpinned by:
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A social justice approach to open pedagogy manifests in higher education through:
The Australian Open Textbook Project explores open education as social justice for students.
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The aim of open pedagogy is to facilitate an "access-oriented commitment to learner-driven education and a process of designing architectures and using tools for learning that enable learners to shape the public knowledge commons of which they are a part." (De Rosa and Jhangiani, 2017).
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Open pedagogy connects educators and learners through the use of resources capable of the 5R’s. (Wiley, 2017)
This is achieved through using, reusing, and creating open education resources and adopting collaborative pedagogical practices that employ social and participatory technologies for interaction, peer-learning, knowledge creation and sharing, and empowerment of learners. (Cronin, 2018)
This approach provides opportunities for students to connect with each other and share experiences, information, and activities.
These are some key practices associated with open pedagogy:
Use open educational resources for your course material and provide students with the opportunity to engage with resources that are:
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Examples of students creating course content:
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'Why have students answer questions when they can write them?: Rajiv Jhangiani
Ask students to develop assessments for their peers. The benefits include:
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Renewable, or non-disposable, assignments add value to the world beyond one learning experience - they relate to real world contexts.
See the articles below for a further discussion of non-disposable assignments
There is a vast array of resources for educators wanting to incorporate open educational practices in their teaching.
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These are just a small sample of the openly-licensed resources available to educators:
Australian Open Educaton Project, https://australianopentextbooks.edu.au/
M Baas, Admiraal, W., & van den Berg, E. (2019). Teachers’ Adoption of Open Educational Resources in Higher Education. Journal of Interactive Media in Education, 2019, 1–11. https://doi.org/10.5334/jime.510
C Bossu, & Stagg, A. (2018). The potential role of Open Educational Practice policy in transforming Australian higher education. Open Praxis, 10(2), 145–157, https://www.learntechlib.org/p/183576/.
Mahrya Burnett, Jenay Solomon, Heather Healy, (nd) Getting Started with Open Educational Resources is licensed under a Creative Commons Attribution 4.0 International License.
D Cozart, Horan, E. M., & Frome, G. (2021). Rethinking the Traditional Textbook: A Case for Open Educational Resources (OER) and No-Cost Learning Materials. Teaching & Learning Inquiry, 9(2). https://doi.org/10.20343/teachlearninqu.9.2.13
Rajiv Jhangiani and Robert Biswas-Diener (Eds) (2017) Open: The Philosophy and Practices that are Revolutionizing Education and Science (Ubiquity Press) https://doi.org/10.5334/bbc. License: CC-BY 4.0
V Rolfe, (2017). Striving Toward Openness: But What Do We Really Mean? The International Review of Research in Open and Distributed Learning, 18(7). https://doi.org/10.19173/irrodl.v18i7.3207
J E Seaman, & Seaman, J. (2021). A Year Apart: Adapting Curricula for a Pandemic Educational Resources in U.S. K-12 Education, 2021. Bay View Analytics. https://www.bayviewanalytics.com/reports/k-12_oer_ayearapart.pdf is released under a Creative Commons Attribution 4.0 International (CC BY 4.0).
Phil Tietjen and Tutaleni Asino, 'What Is Open Pedagogy? Identifying Commonalities', Journal International Review of Research in Open and Distributed Learning 22(2), May 2021, p. 185–204 <https://doi.org/10.19173/irrodl.v22i2.5161> released under a Creative Commons Attribution 4.0 International (CC BY 4.0).
Martin Weller, 2013. The Battle for Open - a perspective. Journal of Interactive Media in Education, 2013(3), p.Art. 15. DOI: http://doi.org/10.5334/2013-15.
David Wiley, 'Defining the "Open" in Open Content and Open Educational Resources', is published freely under a Creative Commons Attribution 4.0 license at http://opencontent.org/definition/.
Wiley, D., & Hilton, J. L. (2018). Defining OER-Enabled Pedagogy. The International Review of Research in Open and Distributed Learning, 19(4). https://doi.org/10.19173/irrodl.v19i4.3601