\"OEP re-imagined\" image long description<\/summary>\n\n\nCenter, Larger Circle:\n\nImage: Outline of a person\u2019s head and shoulders\n\nHeadline: I Teach\n\nSubhead 1: Who I am\n\nSubhead 2: Openly present, in community\n\nWords in the circle:\n\n\u00b7 Macro\n\n\u00b7 Micro\n\n\u00b7 Meso\n\n\u00b7 Nano\n\n\u00b7 Autonomy\n\n\u00b7 Flow\n\n\u00b7 Openness\n\n\u00b7 Open mindset\n\n\u00b7 Chrono-malleable\n\n\u00b7 negotiated\n\nSmaller Circles clockwise from top.\n\n1. Top, center circle\n\nImage: Group of people\n\nHeadline: Community\n\nWords in the circle:\n\n\u00b7 PLNs\n\n\u00b7 Collaboration\n\n\u00b7 Ubuntu\n\n2. Upper, right circle\n\nImage: Two people seated a table with speech bubbles\n\nHeadline: Teaching\n\nWords in the circle:\n\n\u00b7 Actions and arts\n\n\u00b7 Connectivist\n\n\u00b7 Shared\n\n3. Middle, right circle\n\nImage: Open book\n\nHeadline: Cognitive\n\nWords in the circle:\n\n\u00b7 Scholarship\n\n\u00b7 Discourse\n\n\u00b7 Reflection\n\n4. Lower, right circle\n\nImage: Open padlock\n\nHeadline: Content\n\nWords in the circle:\n\n\u00b7 Remixable, reusable resources\n\n\u00b7 Open websites\n\n\u00b7 OER\n\n\u00b7 Curation\n\n5. Bottom, middle circle\n\nImage: Cellphone\n\nHeadline: Technology\n\nWords in the circle:\n\n\u00b7 Literacies\n\n\u00b7 Fluencies\n\n\u00b7 Experimentation\n\n6. Lower, left circle\n\nImage: Check mark\n\nHeadline: Assessment\n\nWords in the circle:\n\n\u00b7 Connected to real world issues (SDGs)\n\n\u00b7 Purposeful\n\n\u00b7 Meaningful\n\n7. Middle, left circle\n\nImage: Two hands outstretched below three people\n\nHeadline: Sociality\n\nWords in the circle:\n\n\u00b7 Groups\n\n\u00b7 Humour\n\n\u00b7 Hospitality\n\n8. Upper, left circle\n\nImage: Person reading book.\n\nHeadline: Design\n\nWords in the circle:\n\n\u00b7 Diversity\n\n\u00b7 Sustainability\n\n\u00b7 Multiple means (UDL)\n\n<\/div>\n<\/details> \n\nOpen Framework<\/p>\n\n<\/header>\n
\n\nIn the \"Open Course Design and Assessment<\/a>,\" module we look at one particular framework for designing open educational practices-based courses.\n\n<\/div>\n<\/div>\nOpen education is still a relatively new concept for most Ontario institutions \u2014 and while there is no right way to \u201cdo open,\u201d there are a few frameworks that are being shared in the open community.\nThe purpose of this section is to give you an opportunity to explore these frameworks \u2014 and determine what might work best for you.<\/p>\n
The following annotated resource introduces a variety of frameworks that are being considered by the open community:<\/p>\n \n
\nA Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions<\/strong><\/p>\nThe 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\u2019s and learners\u2019 perspectives.<\/p>\n
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<\/a>.\u00a0Sustainability<\/em>. 2020; 12(21):9129. MDPI<\/a>.\u00a0 CC BY 4.0<\/a><\/p>\n\n<\/div>\n\n\nOpen Education and Learning Design: Open Pedagogy in Praxis<\/strong><\/p>\nThis 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\u2019 work in real-time, to support formative feedback, peer review and to promote community-engaged coursework.<\/p>\n
Paskevicius, M. and Irvine, V., 2019. Open Education and Learning Design: Open Pedagogy in Praxis<\/a>.\u00a0Journal of Interactive Media in Education<\/em>, 2019(1), p.10. CC BY 4.0<\/a>.<\/p>\n\n<\/div>\n\nFraming Open Educational Practices for a Social Justice Perspective<\/strong><\/p>\nThis 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.<\/p>\n
Bali, M., Cronin, C. and Jhangiani, R.S., 2020. Framing Open Educational Practices from a Social Justice Perspective<\/a>.\u00a0Journal of Interactive Media in Education<\/i>, 2020(1), p.10. CC BY 4.0<\/a>.<\/p>\n\n<\/div>\n\nStopping the Bus: A Model for Inviting Instructors into Open Pedagogical Practice<\/strong><\/p>\nEducators 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.<\/p>\n
Werth, Eric & Williams, Katherine. (2021). Stopping the Bus: A Model for Inviting Instructors into Open Pedagogical Practice<\/a>. \u00a0Deconstructing Open<\/em>. CC BY 4.0<\/a>.<\/p>\n\n<\/div>\n\nIn Search for the Open Educator: Proposal of a Definition and a Framework to Increase Openness Adoption Among University Educators<\/strong><\/p>\nBased 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.<\/p>\n
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<\/a>.\u00a0The International Review of Research in Open and Distributed Learning<\/em>,\u00a017<\/em>(6). CC BY\u00a0<\/a><\/p>\n\n<\/div>\n<\/div>\n\n\nExtend Activity<\/h3>\n<\/header>\n\n\nAfter reviewing the above frameworks \u2014 and considering some of the others with which you may be familiar \u2014 identify one that resonates with you.\n\nPlease use the Padlet below to explain why this framework resonates with you.\nTo 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]<\/a>.<\/p>\nThe original version of this chapter contained H5P content. You may want to remove or replace this element.\n\n<\/div>\n<\/div>\n \n\n<\/div>","rendered":"![\"\"](\"https:\/\/fanshaweopen.ca\/wp-content\/uploads\/sites\/4\/2021\/10\/42022743360_8a159405a7_c.jpg\")
<\/div>\nOEPr: Open Education Practices re-imagined<\/a> by Helen Dewaard<\/a> is licensed under a CC BY 2.0<\/a>.<\/p>\n\n“OEP re-imagined” image long description<\/summary>\n\nCenter, Larger Circle:<\/p>\n
Image: Outline of a person\u2019s head and shoulders<\/p>\n
Headline: I Teach<\/p>\n
Subhead 1: Who I am<\/p>\n
Subhead 2: Openly present, in community<\/p>\n
Words in the circle:<\/p>\n
\u00b7 Macro<\/p>\n
\u00b7 Micro<\/p>\n
\u00b7 Meso<\/p>\n
\u00b7 Nano<\/p>\n
\u00b7 Autonomy<\/p>\n
\u00b7 Flow<\/p>\n
\u00b7 Openness<\/p>\n
\u00b7 Open mindset<\/p>\n
\u00b7 Chrono-malleable<\/p>\n
\u00b7 negotiated<\/p>\n
Smaller Circles clockwise from top.<\/p>\n
1. Top, center circle<\/p>\n
Image: Group of people<\/p>\n
Headline: Community<\/p>\n
Words in the circle:<\/p>\n
\u00b7 PLNs<\/p>\n
\u00b7 Collaboration<\/p>\n
\u00b7 Ubuntu<\/p>\n
2. Upper, right circle<\/p>\n
Image: Two people seated a table with speech bubbles<\/p>\n
Headline: Teaching<\/p>\n
Words in the circle:<\/p>\n
\u00b7 Actions and arts<\/p>\n
\u00b7 Connectivist<\/p>\n
\u00b7 Shared<\/p>\n
3. Middle, right circle<\/p>\n
Image: Open book<\/p>\n
Headline: Cognitive<\/p>\n
Words in the circle:<\/p>\n
\u00b7 Scholarship<\/p>\n
\u00b7 Discourse<\/p>\n
\u00b7 Reflection<\/p>\n
4. Lower, right circle<\/p>\n
Image: Open padlock<\/p>\n
Headline: Content<\/p>\n
Words in the circle:<\/p>\n
\u00b7 Remixable, reusable resources<\/p>\n
\u00b7 Open websites<\/p>\n
\u00b7 OER<\/p>\n
\u00b7 Curation<\/p>\n
5. Bottom, middle circle<\/p>\n
Image: Cellphone<\/p>\n
Headline: Technology<\/p>\n
Words in the circle:<\/p>\n
\u00b7 Literacies<\/p>\n
\u00b7 Fluencies<\/p>\n
\u00b7 Experimentation<\/p>\n
6. Lower, left circle<\/p>\n
Image: Check mark<\/p>\n
Headline: Assessment<\/p>\n
Words in the circle:<\/p>\n
\u00b7 Connected to real world issues (SDGs)<\/p>\n
\u00b7 Purposeful<\/p>\n
\u00b7 Meaningful<\/p>\n
7. Middle, left circle<\/p>\n
Image: Two hands outstretched below three people<\/p>\n
Headline: Sociality<\/p>\n
Words in the circle:<\/p>\n
\u00b7 Groups<\/p>\n
\u00b7 Humour<\/p>\n
\u00b7 Hospitality<\/p>\n
8. Upper, left circle<\/p>\n
Image: Person reading book.<\/p>\n
Headline: Design<\/p>\n
Words in the circle:<\/p>\n
\u00b7 Diversity<\/p>\n
\u00b7 Sustainability<\/p>\n
\u00b7 Multiple means (UDL)<\/p>\n<\/div>\n<\/details>\n
<\/p>\n
\n\nOpen Framework<\/p>\n<\/header>\n
\nIn the “Open Course Design and Assessment<\/a>,” module we look at one particular framework for designing open educational practices-based courses.<\/p>\n<\/div>\n<\/div>\nOpen education is still a relatively new concept for most Ontario institutions \u2014 and while there is no right way to \u201cdo open,\u201d there are a few frameworks that are being shared in the open community.<\/p>\n
The purpose of this section is to give you an opportunity to explore these frameworks \u2014 and determine what might work best for you.<\/p>\n
The following annotated resource introduces a variety of frameworks that are being considered by the open community:<\/p>\n
<\/p>\n
\nA Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions<\/strong><\/p>\nThe 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\u2019s and learners\u2019 perspectives.<\/p>\n
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<\/a>.\u00a0Sustainability<\/em>. 2020; 12(21):9129. MDPI<\/a>.\u00a0 CC BY 4.0<\/a><\/p>\n<\/div>\n\n\nOpen Education and Learning Design: Open Pedagogy in Praxis<\/strong><\/p>\nThis 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\u2019 work in real-time, to support formative feedback, peer review and to promote community-engaged coursework.<\/p>\n
Paskevicius, M. and Irvine, V., 2019. Open Education and Learning Design: Open Pedagogy in Praxis<\/a>.\u00a0Journal of Interactive Media in Education<\/em>, 2019(1), p.10. CC BY 4.0<\/a>.<\/p>\n<\/div>\n\nFraming Open Educational Practices for a Social Justice Perspective<\/strong><\/p>\nThis 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.<\/p>\n
Bali, M., Cronin, C. and Jhangiani, R.S., 2020. Framing Open Educational Practices from a Social Justice Perspective<\/a>.\u00a0Journal of Interactive Media in Education<\/i>, 2020(1), p.10. CC BY 4.0<\/a>.<\/p>\n<\/div>\n\nStopping the Bus: A Model for Inviting Instructors into Open Pedagogical Practice<\/strong><\/p>\nEducators 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.<\/p>\n
Werth, Eric & Williams, Katherine. (2021). Stopping the Bus: A Model for Inviting Instructors into Open Pedagogical Practice<\/a>. \u00a0Deconstructing Open<\/em>. CC BY 4.0<\/a>.<\/p>\n<\/div>\n\nIn Search for the Open Educator: Proposal of a Definition and a Framework to Increase Openness Adoption Among University Educators<\/strong><\/p>\nBased 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.<\/p>\n
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<\/a>.\u00a0The International Review of Research in Open and Distributed Learning<\/em>,\u00a017<\/em>(6). CC BY\u00a0<\/a><\/p>\n<\/div>\n<\/div>\n\n\n\nExtend Activity<\/h3>\n<\/header>\n\nAfter reviewing the above frameworks \u2014 and considering some of the others with which you may be familiar \u2014 identify one that resonates with you.<\/p>\n
Please use the Padlet below to explain why this framework resonates with you.<\/p>\n
Open Framework<\/p>\n\n<\/header>\n
The purpose of this section is to give you an opportunity to explore these frameworks \u2014 and determine what might work best for you.<\/p>\n
The following annotated resource introduces a variety of frameworks that are being considered by the open community:<\/p>\n \n
A Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions<\/strong><\/p>\n 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\u2019s and learners\u2019 perspectives.<\/p>\n 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<\/a>.\u00a0Sustainability<\/em>. 2020; 12(21):9129. MDPI<\/a>.\u00a0 CC BY 4.0<\/a><\/p>\n\n<\/div>\n Open Education and Learning Design: Open Pedagogy in Praxis<\/strong><\/p>\n 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\u2019 work in real-time, to support formative feedback, peer review and to promote community-engaged coursework.<\/p>\n Paskevicius, M. and Irvine, V., 2019. Open Education and Learning Design: Open Pedagogy in Praxis<\/a>.\u00a0Journal of Interactive Media in Education<\/em>, 2019(1), p.10. CC BY 4.0<\/a>.<\/p>\n\n<\/div>\n Framing Open Educational Practices for a Social Justice Perspective<\/strong><\/p>\n 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.<\/p>\n Bali, M., Cronin, C. and Jhangiani, R.S., 2020. Framing Open Educational Practices from a Social Justice Perspective<\/a>.\u00a0Journal of Interactive Media in Education<\/i>, 2020(1), p.10. CC BY 4.0<\/a>.<\/p>\n\n<\/div>\n Stopping the Bus: A Model for Inviting Instructors into Open Pedagogical Practice<\/strong><\/p>\n 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.<\/p>\n Werth, Eric & Williams, Katherine. (2021). Stopping the Bus: A Model for Inviting Instructors into Open Pedagogical Practice<\/a>. \u00a0Deconstructing Open<\/em>. CC BY 4.0<\/a>.<\/p>\n\n<\/div>\n In Search for the Open Educator: Proposal of a Definition and a Framework to Increase Openness Adoption Among University Educators<\/strong><\/p>\n 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.<\/p>\n 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<\/a>.\u00a0The International Review of Research in Open and Distributed Learning<\/em>,\u00a017<\/em>(6). CC BY\u00a0<\/a><\/p>\n\n<\/div>\n<\/div>\n 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]<\/a>.<\/p>\nThe original version of this chapter contained H5P content. You may want to remove or replace this element.\n\n<\/div>\n<\/div>\n \n\n<\/div>","rendered":" OEPr: Open Education Practices re-imagined<\/a> by Helen Dewaard<\/a> is licensed under a CC BY 2.0<\/a>.<\/p>\n Center, Larger Circle:<\/p>\n Image: Outline of a person\u2019s head and shoulders<\/p>\n Headline: I Teach<\/p>\n Subhead 1: Who I am<\/p>\n Subhead 2: Openly present, in community<\/p>\n Words in the circle:<\/p>\n \u00b7 Macro<\/p>\n \u00b7 Micro<\/p>\n \u00b7 Meso<\/p>\n \u00b7 Nano<\/p>\n \u00b7 Autonomy<\/p>\n \u00b7 Flow<\/p>\n \u00b7 Openness<\/p>\n \u00b7 Open mindset<\/p>\n \u00b7 Chrono-malleable<\/p>\n \u00b7 negotiated<\/p>\n Smaller Circles clockwise from top.<\/p>\n 1. Top, center circle<\/p>\n Image: Group of people<\/p>\n Headline: Community<\/p>\n Words in the circle:<\/p>\n \u00b7 PLNs<\/p>\n \u00b7 Collaboration<\/p>\n \u00b7 Ubuntu<\/p>\n 2. Upper, right circle<\/p>\n Image: Two people seated a table with speech bubbles<\/p>\n Headline: Teaching<\/p>\n Words in the circle:<\/p>\n \u00b7 Actions and arts<\/p>\n \u00b7 Connectivist<\/p>\n \u00b7 Shared<\/p>\n 3. Middle, right circle<\/p>\n Image: Open book<\/p>\n Headline: Cognitive<\/p>\n Words in the circle:<\/p>\n \u00b7 Scholarship<\/p>\n \u00b7 Discourse<\/p>\n \u00b7 Reflection<\/p>\n 4. Lower, right circle<\/p>\n Image: Open padlock<\/p>\n Headline: Content<\/p>\n Words in the circle:<\/p>\n \u00b7 Remixable, reusable resources<\/p>\n \u00b7 Open websites<\/p>\n \u00b7 OER<\/p>\n \u00b7 Curation<\/p>\n 5. Bottom, middle circle<\/p>\n Image: Cellphone<\/p>\n Headline: Technology<\/p>\n Words in the circle:<\/p>\n \u00b7 Literacies<\/p>\n \u00b7 Fluencies<\/p>\n \u00b7 Experimentation<\/p>\n 6. Lower, left circle<\/p>\n Image: Check mark<\/p>\n Headline: Assessment<\/p>\n Words in the circle:<\/p>\n \u00b7 Connected to real world issues (SDGs)<\/p>\n \u00b7 Purposeful<\/p>\n \u00b7 Meaningful<\/p>\n 7. Middle, left circle<\/p>\n Image: Two hands outstretched below three people<\/p>\n Headline: Sociality<\/p>\n Words in the circle:<\/p>\n \u00b7 Groups<\/p>\n \u00b7 Humour<\/p>\n \u00b7 Hospitality<\/p>\n 8. Upper, left circle<\/p>\n Image: Person reading book.<\/p>\n Headline: Design<\/p>\n Words in the circle:<\/p>\n \u00b7 Diversity<\/p>\n \u00b7 Sustainability<\/p>\n \u00b7 Multiple means (UDL)<\/p>\n<\/div>\n<\/details>\n <\/p>\n Open Framework<\/p>\n<\/header>\n In the “Open Course Design and Assessment<\/a>,” module we look at one particular framework for designing open educational practices-based courses.<\/p>\n<\/div>\n<\/div>\n Open education is still a relatively new concept for most Ontario institutions \u2014 and while there is no right way to \u201cdo open,\u201d there are a few frameworks that are being shared in the open community.<\/p>\n The purpose of this section is to give you an opportunity to explore these frameworks \u2014 and determine what might work best for you.<\/p>\n The following annotated resource introduces a variety of frameworks that are being considered by the open community:<\/p>\n <\/p>\n A Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions<\/strong><\/p>\n 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\u2019s and learners\u2019 perspectives.<\/p>\n 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<\/a>.\u00a0Sustainability<\/em>. 2020; 12(21):9129. MDPI<\/a>.\u00a0 CC BY 4.0<\/a><\/p>\n<\/div>\n Open Education and Learning Design: Open Pedagogy in Praxis<\/strong><\/p>\n 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\u2019 work in real-time, to support formative feedback, peer review and to promote community-engaged coursework.<\/p>\n Paskevicius, M. and Irvine, V., 2019. Open Education and Learning Design: Open Pedagogy in Praxis<\/a>.\u00a0Journal of Interactive Media in Education<\/em>, 2019(1), p.10. CC BY 4.0<\/a>.<\/p>\n<\/div>\n Framing Open Educational Practices for a Social Justice Perspective<\/strong><\/p>\n 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.<\/p>\n Bali, M., Cronin, C. and Jhangiani, R.S., 2020. Framing Open Educational Practices from a Social Justice Perspective<\/a>.\u00a0Journal of Interactive Media in Education<\/i>, 2020(1), p.10. CC BY 4.0<\/a>.<\/p>\n<\/div>\n Stopping the Bus: A Model for Inviting Instructors into Open Pedagogical Practice<\/strong><\/p>\n 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.<\/p>\n Werth, Eric & Williams, Katherine. (2021). Stopping the Bus: A Model for Inviting Instructors into Open Pedagogical Practice<\/a>. \u00a0Deconstructing Open<\/em>. CC BY 4.0<\/a>.<\/p>\n<\/div>\n In Search for the Open Educator: Proposal of a Definition and a Framework to Increase Openness Adoption Among University Educators<\/strong><\/p>\n 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.<\/p>\n 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<\/a>.\u00a0The International Review of Research in Open and Distributed Learning<\/em>,\u00a017<\/em>(6). CC BY\u00a0<\/a><\/p>\n<\/div>\n<\/div>\n After reviewing the above frameworks \u2014 and considering some of the others with which you may be familiar \u2014 identify one that resonates with you.<\/p>\n Please use the Padlet below to explain why this framework resonates with you.<\/p>\nExtend Activity<\/h3>\n<\/header>\n
<\/div>\n“OEP re-imagined” image long description<\/summary>\n
Extend Activity<\/h3>\n<\/header>\n