Participatory approaches to teaching and learning are experiencing a new lease on life in the 21st century as a result of the rapid technology development. Knowledge, practices, and tools can be shared across spatial and temporal boundaries in higher education by means of Open Educational Resources, Massive Open Online Courses, and open-source technologies. In this context, the Open Education Movement calls for new didactic approaches that encourage greater learner participation in formal higher education. Based on a representative literature review and focus group research, in this study an analytical framework was developed that enables researchers and practitioners to assess the form of participation in formal, collaborative teaching and learning practices. The analytical framework is focused on the micro-level of higher education, in particular on the interaction between students and lecturers when organizing the curriculum. For this purpose, the research reflects anew on the concept of participation, taking into account existing stage models for participation in the educational context. These are then brought together with the dimensions of teaching and learning processes, such as methods, objectives and content, etc. This paper aims to make a valuable contribution to the opening up of learning and teaching, and expands the discourse around possibilities for interpreting Open Educational Practices.

Maximilian Voigt und Bonny Brandenburger widmen sich in diesem Beitrag der Frage, wie Offene Werkstätten als performative, technologie-nahe Bildungsorte verstanden werden können, in denen Partizipation innerhalb und außerhalb der Hochschulgrenzen prozessual gelebt wird. Offene Werkstätten bieten einen möglichen Ansatz für ein selbstbestimmtes und transdisziplinäres Lernen unter Berücksichtigung gesellschaftsrelevanter Fragestellungen im Hochschulkontext. Dieser Beitrag ordnet das noch junge Phänomen konzeptionell und lerntheoretisch in den aktuellen Diskurs um neuartige Bildungsformate ein.

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