Augmenting knowledge about sources of frustration
Starting a course with explicit acknowledgement of sources of frustration could be helpful. A workshop that enables students to identify and anticipate sources of frustration - plus find ways of mitigating them. Requires going meta immediately!
Thus it is imperative to move beyond open-versus-closed dichotomies and even beyond unified conceptions of openness. Openness requires a critical approach.
We could say 'metacongnitive' or 'reflective (practitioner)' instead of 'critical' here (given the need for metacongnition in open practice more generally.