As Catherine Cronin (2017, p. 2) has explained,“Open educational practices (OEP) is a broad descriptor ofpractices that include the creation, use, and reuse of openeducational resources (OER) as well as open pedagogies andopen sharing of teaching practices.”

prompt engineering and co-creation with AI

Supporting Student Creation of OERs

What will happen to this tottering industry when professors, perhaps with the help of on-campus learning designers, can use an LLM to spit out their own textbooks tuned to the way they teach?

Student-Generated Test Questions

Innovation is opening up educational policies and practices.

The use of open practices by learners and educators is complex, personal, and contextual; it is also continually negotiated.

encouraging the integration of different teaching methods and forms of assessment

Open Pedagogy, Universal Design for Learning, and Appreciative Inquiry

This is an activity I stole from Bonnie Stewart.

A large part of the ‘resources’ conversation in OER is this kind of problem. Cheaper access to books. More people using books. Nice measurable problems that can be fixed.

requires a person to provide the OEP with information that the personwould be entitled, or required by any rule of law, to refuse to providein civil proceedings on grounds of public interest immunity.

The OEP may apply for judicial review, or a statutory review, in relation toconduct of a public authority (whether or not it has given an information noticeor a decision notice to the authority in respect of that conduct) if the OEPconsiders that the conduct constitutes a serious failure to comply withenvironmental law

applying the principlesapplicable on an application for judicial review

where it applies for an environmental review (see section 33),for permission to apply for judicial review or for statutoryreview (see section 34), in relation to the alleged failure tocomply with environmental law

(6) A complaint under this section may not be made after the later of—(a) the end of the 1 year period beginning with the day on which thealleged failure that is the subject of the complaint last occurred, and(b) if the substance of the complaint was subject to an internal complaintsprocedure, the end of the 3 month period beginning with the day onwhich that procedure was exhausted.(7) The OEP may waive the time limit in subsection (6) if it considers that there areexceptional reasons for doing so

2) For the purposes of those sections, a reference to a public authority failing tocomply with environmental law means the following conduct by thatauthority—(a) unlawfully failing to take proper account of environmental law whenexercising its functions;(b) unlawfully exercising, or failing to exercise, any function it has underenvironmental law.

24 Monitoring and reporting on environmental law(1) The OEP must monitor the implementation of environmental law.(2) The OEP may report on any matter concerned with the implementation ofenvironmental law.(3) The OEP must—(a) arrange for its reports under this section to be laid before Parliament,and(b) publish them.(4) The Secretary of State must—(a) respond to a report under this section, and(b) lay before Parliament, and publish, a copy of the response.(5) The response to a report under this section must be laid no later than 3 monthsafter the report is laid

5) In reporting on progress made in an annual reporting period, the OEP mustconsider—(a) the section 8 report for that period,(b) the data published by the Secretary of State under section 15 that relatesto that period, and(c) any other reports, documents or information it considers appropriate.(6) A progress report for an annual reporting period may include—(a) consideration of how progress could be improved, and(b) consideration of the adequacy of the data published by the Secretary ofState under section 15

Monitoring and reporting on environmental improvement plans and targets

) a person exercising a parliamentary function,

(6) The strategy must contain an enforcement policy that sets out—(a) how the OEP intends to determine whether failures to comply withenvironmental law are serious for the purposes of sections 28(1)(b) and(2)(b), 30(1)(b), 31(1)(b) and 34(1),(b) how the OEP intends to determine whether damage to the naturalenvironment or to human health is serious for the purposes of section34(2),(c) how the OEP intends to exercise its enforcement functions in a way thatrespects the integrity of other statutory regimes (including statutoryprovision for appeals),(d) how the OEP intends to avoid any overlap between the exercise of itsfunctions under sections 27 to 29 (complaints) and the exercise by eachrelevant ombudsman of their functions, and(e) how the OEP intends to prioritise cases.(7) In considering its enforcement policy the OEP must have regard to theparticular importance of prioritising cases that it considers have or may havenational implications, and the importance of prioritising cases—(a) that relate to ongoing or recurrent conduct,(b) that relate to conduct that the OEP considers may cause (or has caused)serious damage to the natural environment or to human health, or(c) that the OEP considers may raise a point of environmental law ofgeneral public importance

19 The Office for Environmental Protection(1) A body corporate called the Office for Environmental Protection is established

Notably, several of the catalysts identified by participants were not directly related to an awareness of OER or open textbooks. Several of these catalysts are related to innovation, learner empowerment, and increasing access to knowledge more generally. While these individuals identified as open education practitioners, they did not necessarily cite OER as their starting point for integrating openness in teaching and learning.

There is a growing need to establish literacies around open education, copyright, social media and networked learning as a foundational skill.

Thomas further commented “it’s openness in what we bring into the classroom, openness in what we take out of the classroom, and an openness between what happens between the students and myself and the students and each other in how we organise the classroom.”

Alice noted her feeling that the use and sharing of OER were one of the “less threatening” components of OEP.

“students will write differently, you know, if they know it’s not just going to their professor.

Why an HTML/CSS First Approach Works for #OER and why #OER Must Work for an HTML First Approach

For too long the field of #OER has simply been a field studying itself. We debate what is open and what is not. What is a resource what is pedagogy...and is that pedagogy really praxis....

Open Source and the NGDLE

Open infrastructure and open education practices

The immense value of NOT “achieving a useful consensus” around what we mean by “open” and staying in that deeply interesting conversation is precisely because when we foreclose it, when we leave it, we miss out on new understandings for ourselves, and close them down for others. It’s no surprise that some women with very different global perspectives, like Maha and Sarah Lambert (whose paper “Changing our (Dis)Course: A Distinctive Social Justice Aligned Definition of Open Education” inspired Maha to write today) would remind me why we need to keep definitions of open, open.

Nate Angell has made similar comments in the past

Others will doubtless continue this deeply interesting conversation and I wish them well as they do – I am in no way criticizing them as I withdraw from these conversations.

I’m convinced that the terms “open pedagogy” and “open educational practices” are understood so differently by so many people that there is literally no hope of achieving a useful consensus about the meaning of either of these terms. Some definitions are centered on OER. Some are centered on the public, linkable nature of the “open web.” Some are centered on social justice. Some are centered on collaboration. Some are centered on innovation. Some are centered on learner empowerment. Some are exercises in the permutations of these. There have even been arguments made that a clear definition would somehow be antithetical to the ideal of open. As I said, there appears to be no consensus coming for the meaning of either of these terms. For my own personal purposes of writing, researching, and advocating, the absence of a shared understanding of these terms removes any utility I previously hoped they had. Consequently, I don’t think I’ll use these terms any longer or participate in the discussion about their meanings going forward.

We learn by the things we do.

All of the activities that we associate with knowledge creation and other forms of scholarship are remix activities. They involve standing on the shoulders of giants, whether remixing existing knowledge in novel ways or combining previous understanding with genuinely new insight. Everything is a remix on one level or another.

Design Justice: towards an intersectional feminist framework for design theory and practice

A Social Justice Framework for Understanding Open Educational Resources and Practices in the Global South

One concrete example of combining constructionism and openness into OER-enabled pedagogy is Wiley's (2013) notion of "renewable assignments," which he contrasts with "disposable assignments."

We define OER-enabled pedagogy as the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions which are characteristic of OER.

Sustainable Development Goals

While each tool has differing ways in which it can be used in the classroom and with various Learning Management Systems (LMSs),

Administrators who are charged with the development of open education policy may not fully understand the opportunities inherent in OER and OEP, partic-ularly for learners.

Open Education: Policies

They clearly align the open education policy with the university’s mission statement and strategic goals.

Open Education: Practices

Open Education: Content

7 Things You Should Know About Open Education: Policies

7 Things You Should Know About Open Education: Content

7 Things You Should Know About Open Education: Practices

Progressive wisdom now seems to converge around the idea that students sharing their work beyond the classroom provides them with meaningful motivation to do that work and a greater sense of purpose than is available within the classroom alone.

a site of praxis, a place where theories about learning, teaching, technology, and social justice enter into a conversation with each other and inform the development of educational practices and structures.

importance of OER in making OEP possible

challenging and time-consuming

Embodying a commitment to learner-driven education, OEP involves students in “active, constructive engagement with [open] content, tools and services in the learning process” in ways designed to help promote learners’ self-management, cre-ativity, and ability to work in teams.

OEP provide the architecture and philosophical underpin-ning for fulfilling the promise of using OER to expand collabora-tive, inclusive, accessible, and active learning and related pedagogy.

A key tenet is the positioning of the learner as a central, active player in the learning experience.

Going forward, practitioners and researchers envision that the focus around OEP will evolve from a relatively narrow emphasis on development, revising, and distribution of OER to further development of related practices, architectures, principles, and policies

OER support the practice of open ed-ucation, an umbrella term for the mix of open content, practices, policies, and communities that, properly leveraged, can provide broad access to effective learning opportunities for everyone.

Working in an open education envi-ronment might better prepare students for work in today’s in-creasingly collaborative and interdisciplinary workplaces.

Many practitioners argue that open education could be positioned as a core education prac-tice, with learners producing, evaluating, using, revising, and shar-ing OER

Open Education: Content

OER support the practice of open ed-ucation, an umbrella term for the mix of open content, practices, policies, and communities that, properly leveraged, can provide broad access to effective learning materials for everyone.

The Open Education Tools Symposium, hosted by Hypothes.is in January 2017—with the support of the HewlettFoundation—for the express purpose of identifying the gaps and needs in OER technical infrastructure foundthat “even with the close focus on OER technical infrastructure, the conversations over the two-day event were wide ranging and often lingered on broader questions facing the OER movement: who exactly are we building for; is it really working?....no complete picture of the gaps in OER tooling became apparent during the symposium...”.

Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices

Engage With Open Learning Assignments

Open Education

Support at least two extended challenges with public products in high school.

A growing number of scholars have demonstrated how student writing and the student experience can be positively enhanced when carried out on collaborative or public-facing digital platforms rather than learning management system

Knowledge consumption and knowledge creation are not separate but parallel processes, as knowledge is co-constructed, contextualized, cumulative, iterative, and recursive.

we might think about Open Pedagogy as an access-oriented commitment to learner-driven education AND as a process of designing architectures and using tools for learning that enable students to shape the public knowledge commons of which they are a part.

Embedded in the social justice commitment to making college affordable for all students is a related belief that knowledge should not be an elite domain.

And they invite faculty to ask questions about how we can impact access in ways that go beyond textbook costs

If we merge OER advocacy with the kinds of pedagogical approaches that focus on collaboration, connection, diversity, democracy, and critical assessments of educational tools and structures, we can begin to understand the breadth and power of Open Pedagogy as a guiding praxis

First, we want to recognize that Open Pedagogy shares common investments with many other historical and contemporary schools of pedagogy.

We hope that this chapter will inspire those of us in education to focus our critical and aspirational lenses on larger questions about the ideology embedded within our educational systems and the ways in which pedagogy impacts these systems. At the same time we hope to provide some tools and techniques to those who want to build a more empowering, collaborative, and just architecture for learning.

So I’ll go ahead and say I see open as an end product less interesting. Open as a space that can produce open products: I find much more interesting.

OER-Enabled Pedagogy is the set of teaching and learning practices only practical in the context of the 5R permissions characteristic of open educational resources. Some people – but not all – use the terms “open pedagogy” or “open educational practices” synonymously.

Vivien’s research profile

Open Pedagogy and Social Justice

use the following definition of OEP in this study: collaborative practices which include the creation, use and reuse of OER, as well as pedagogical practices employing participatory technologies and social networks for interaction, peer-learning, knowledge creation, and empowerment of l

1Openness and praxis: Exploring the use of open educational practices in higher education

Recent & Upcoming Conversations on Open & Networked Learning

Open educational practice covers any significant change in educational practice afforded by the open nature of the internet

OEP and open pedagogy: #OEGlobal reflections

focusing on the product is a trap. It’s the connections that count

This taxonomy serves as a useful guide to OER advocates seeking to diversify or tailor their outreach strategy.

benefits students

the goal posts must be placed further than simply cheaper textbooks.

Within this broader vision, significant cost savings to students are the least significant benefit of OER.

Defining OEP Overall, open education practitioners and researchers describe OEP as moving beyond a content-centred approach to openness, shifting the focus from resources to practices, with learners and teachers sharing the processes of knowledge creation. In their summary of the UKOER project, for example, Beetham, et al. (2012) explicitly define the project’s interpretation of OEP as practices which included the creation, use and reuse of OER as well as open learning, open/public pedagogies, open access publishing, and the use of open technologies. Ehlers (2011) defines OEP as “practices which support the (re)use and production of OER through institutional policies, promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning paths.”

Opening up Education: Innovative Teaching and Learning for All through New Technologies and Open Educational Resources

OEP

Decide where and how their information is published;

Utilize information modalities that fit the needs and expectations of the activity and community of practice.

Getting students to follow their instructors’ blogs and other informal scholarly writings on the web is a great introduction to this knowledge practice.

Maintain a wiki, blog, or other platform to share reflections, thoughts, and analyses of scholarly work in a given discipline, field, or research area.

Yet, the large majoritybelieved that formulating and asking their own questions was the one skill that theyhad notdevelopedin college but found they neededin their post-college lives