What Is Open Pedagogy? Identifying Commonalities

Abstract

Open pedagogy has been touted by advocates as a promising expansion of open educational resources because it involves shifting from making resources accessible to impacting the practice of teaching. The allure of the term coupled with its promise to bring greater innovation to pedagogy has led to its widespread use at conferences and publications. However, as the concept has gained increasing levels of popularity, it has also sparked considerable debate as to what it means. For example, how is open pedagogy distinct from other forms of pedagogy such as critical or cultural? What does it mean to practice open pedagogy? Without a clear understanding of its meaning, establishing a solid research foundation on which to make claims about the impact of open pedagogy approaches is difficult. Accordingly, this article argues that the current debate signals the need for the development of robust analytical frameworks in order to construct a cohesive body of research that can be used to advance it as a field of study. To do this, the authors review the literature and identify common characteristics within it. The authors then propose a five-part framework that encourages the long-term sustainability of open pedagogy.

The next layer: Towards open pedagogy in geospatial education

“…What exactly "OP" means is still being debated, and no set definition has been agreed upon. There are, however, some common elements across multiple definitions, as described by Tietjen and Asino (2021) in their research seeking commonalities across these multiple definitions. They developed a "five-circle framework" to identify the key components of OP, including (1) OP welcomes diverse learners as design partners, (2) OP is a participatory pedagogy, (3) open licenses are essential to foster practices such as remixing, (4) OP encourages all learners, inside and outside the school setting, to contribute to building a knowledge community, and (5) OP fosters a culture of collaboration through sharing and editing (Tietjen & Asino, 2021).…”

“…The main objective of this article is to build upon the large and growing literature on open GIS (Coetzee et al, 2020; Osaci‐Costache et al, 2017; Sui, 2014) by integrating the emerging research on the value of OP (Hegarty, 2015; Tietjen & Asino, 2021). As the benefits of transitioning to “all things open” (https://www.allthingsopen.org/; McKiernan et al, 2016) are made increasingly clear, incorporating OP into GIS education becomes imperative.…”

Opening knowledge through education and science

“…• open pedagogy and assessment, devising teaching and learning practices characterised by active participation, collaboration and knowledge creation (Tietjen and Asino, 2021); Similarly, open collaboration supports other dimensions of OEP by fostering individual and institutional learning. This occurs when teachers "open up" their practice by talking to and observing each other, or when multiple learning sites and sources connect to widen access to and recognise a diversity of learning paths (OECD, 2021b).…”

Aligning Nursing Ethics With Critical and Open Pedagogy in Nursing Education

“…Critical and open pedagogy removes SCBs in higher education (HE). 2,3 This literature review aligns and connects the Canada and US nursing codes of ethics with critical and open pedagogy in nursing education.…”

“…1 Open pedagogy increases educational accessibility through student-centered and power-balanced practices.Critical and open pedagogy removes SCBs in higher education (HE). 2,3 This literature review aligns and connects the Canada and US nursing codes of ethics with critical and open pedagogy in nursing education.…”