Teaching in the Open
Framework for Open
OEPr: Open Education Practices re-imagined by Helen Dewaard is licensed under a CC BY 2.0.
“OEP re-imagined” image long description
Center, Larger Circle:
Image: Outline of a person’s head and shoulders
Headline: I Teach
Subhead 1: Who I am
Subhead 2: Openly present, in community
Words in the circle:
· Macro
· Micro
· Meso
· Nano
· Autonomy
· Flow
· Openness
· Open mindset
· Chrono-malleable
· negotiated
Smaller Circles clockwise from top.
1. Top, center circle
Image: Group of people
Headline: Community
Words in the circle:
· PLNs
· Collaboration
· Ubuntu
2. Upper, right circle
Image: Two people seated a table with speech bubbles
Headline: Teaching
Words in the circle:
· Actions and arts
· Connectivist
· Shared
3. Middle, right circle
Image: Open book
Headline: Cognitive
Words in the circle:
· Scholarship
· Discourse
· Reflection
4. Lower, right circle
Image: Open padlock
Headline: Content
Words in the circle:
· Remixable, reusable resources
· Open websites
· OER
· Curation
5. Bottom, middle circle
Image: Cellphone
Headline: Technology
Words in the circle:
· Literacies
· Fluencies
· Experimentation
6. Lower, left circle
Image: Check mark
Headline: Assessment
Words in the circle:
· Connected to real world issues (SDGs)
· Purposeful
· Meaningful
7. Middle, left circle
Image: Two hands outstretched below three people
Headline: Sociality
Words in the circle:
· Groups
· Humour
· Hospitality
8. Upper, left circle
Image: Person reading book.
Headline: Design
Words in the circle:
· Diversity
· Sustainability
· Multiple means (UDL)
Open education is still a relatively new concept for most Ontario institutions — and while there is no right way to “do open,” there are a few frameworks that are being shared in the open community.
The purpose of this section is to give you an opportunity to explore these frameworks — and determine what might work best for you.
The following annotated resource introduces a variety of frameworks that are being considered by the open community:
A Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions
The findings of this paper can help researchers and educators adopt Open Education Practices (OEP) in higher education and increase the sustainability of OEP. Outcomes of the study highlight: (1) an innovative design framework for OEP-based courses that teachers can refer to in their contexts; (2) high learner motivation in terms of knowledge achievements, individual connection and engagement in an OEP-based course; and (3) advantages and challenges of the OEP-based course from the teacher’s and learners’ perspectives.
Zhang X, Tlili A, Huang R, Chang T, Burgos D, Yang J, Zhang J. A Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions. Sustainability. 2020; 12(21):9129. MDPI. CC BY 4.0
Open Education and Learning Design: Open Pedagogy in Praxis
This paper explores how open educational practices (OEP) are being used in higher education in British Columbia (BC), Canada. OEP represent an emerging form of learning design, which draws from existing models of constructivist and networked pedagogy, while using open tools and content to new ways to create and to share learning. The study suggests that faculty members are using open approaches and technologies to enable active learning, to present and share learners’ work in real-time, to support formative feedback, peer review and to promote community-engaged coursework.
Paskevicius, M. and Irvine, V., 2019. Open Education and Learning Design: Open Pedagogy in Praxis. Journal of Interactive Media in Education, 2019(1), p.10. CC BY 4.0.
Framing Open Educational Practices for a Social Justice Perspective
This article provides a typology of OEP, giving examples of practices across a continuum of openness and along three axes: from content-centric to process-centric, teacher-centric to learner-centric, and practices that are primarily for pedagogical purposes to primarily for social justice (Bali 2017). Analysing specific practices highlights diversity across the axes and subtle differences among them, such as when a particular practice is considered good pedagogy and how it can be modified to be more oriented towards social justice. The article discusses limitations of each practice not just from its discourse and design, but also how it works in practice.
Bali, M., Cronin, C. and Jhangiani, R.S., 2020. Framing Open Educational Practices from a Social Justice Perspective. Journal of Interactive Media in Education, 2020(1), p.10. CC BY 4.0.
Stopping the Bus: A Model for Inviting Instructors into Open Pedagogical Practice
Educators interested in Open Pedagogy can be dissuaded from implementing new methodology when a concept seems disorienting or overly abstract. This article outlines a model for Open Pedagogy that draws from the work of those who conceptualized the concept, with terms that are commonly associated with pedagogy in practice, and integrating a popular framework for highlighting the value of an endeavor. The model provides a tool for educators exploring Open Pedagogy and for those who work with instructors to make the concept less abstract.
Werth, Eric & Williams, Katherine. (2021). Stopping the Bus: A Model for Inviting Instructors into Open Pedagogical Practice. Deconstructing Open. CC BY 4.0.
In Search for the Open Educator: Proposal of a Definition and a Framework to Increase Openness Adoption Among University Educators
Based on a literature review and interviews with experts in Open Educational Resources and Open Education, the paper offers an original definition of Open Educator which takes into account all of the components of teaching: learning design, teaching resources, pedagogical approaches and assessment methods. The authors find a strong relationship between the use of open approaches and the collaboration attitudes of faculty and recommend work on awareness and capacity building to support teachers in their journey towards openness in order to overcome barriers to use of open approaches.
Nascimbeni, F., & Burgos, D. (2016). In Search for the Open Educator: Proposal of a Definition and a Framework to Increase Openness Adoption Among University Educators. The International Review of Research in Open and Distributed Learning, 17(6). CC BY.
Extend Activity
After reviewing the above frameworks — and considering some of the others with which you may be familiar — identify one that resonates with you.
Please use the Padlet below to explain why this framework resonates with you.
To add your comment, please double click anywhere on the Padlet below or select the plus (+) icon in the lower right-hand corner of the board. For a more accessible version of this activity, please access the web version of this “Open Framework” Padlet [new tab].
