{"id":89,"date":"2021-10-21T21:11:00","date_gmt":"2021-10-22T01:11:00","guid":{"rendered":"https:\/\/fanshaweopen.ca\/teachingintheopen\/chapter\/open-teaching\/"},"modified":"2022-10-18T15:17:12","modified_gmt":"2022-10-18T19:17:12","slug":"open-teaching","status":"publish","type":"chapter","link":"https:\/\/fanshaweopen.ca\/teachingintheopen\/chapter\/open-teaching\/","title":{"raw":"Open Teaching","rendered":"Open Teaching"},"content":{"raw":"The recent growth and evolution of educational technology has created an opportunity for open educational practice ([pb_glossary id=\"141\"] OEP [\/pb_glossary]) to become a growing trend in education (Chiappe & Rodr\u00edguez, 2017). OEP has the ability to expand access to high-quality educational content by creating, adapting and using\/reusing [pb_glossary id=\"140\"] OER [\/pb_glossary] this content in innovative ways \u2014 and by providing active and engaging learning experiences for learners to participate in the knowledge-generation process. This can also help in achieving accessible and lifelong learning.\n

Think back to the \"Framework for Designing OEP-based Courses\" (shown in Figure 2, below). Open teaching implies that teachers should implement teaching methodologies that allow learners to actively contribute to the co-creation of knowledge and be self-regulated. <\/span>Teachers approach teaching through connectivist learning practice \u2014 which is grounded in [pb_glossary id=\"138\"] connectivism [\/pb_glossary], an approach where learners share and co-create knowledge by making connections that can extend beyond the course. Here, we take a closer look at open teaching (the teacher-student lens) of the framework and examine the concepts of connectivist learning theory and student-centred learning practice.<\/p>\n

<\/a>Figure 2.<\/p>\n

\u00a0\"Framework for Designing OEP-based Courses.\"<\/p>\n\"OEP<\/a>\n\nNote. This figure highlights the open teaching tip of the OEP framework. It focuses on the teacher-student interaction through connectivism and student-centred practice.<\/em>\n\nAdapted from A Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions<\/a> by Zhang, et. al, and is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY 4.0<\/a>) license.\n\n

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Connectivist Practice<\/h2>\n
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What is a personal learning network (PLN)?<\/strong><\/h3>\n<\/header>\n
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Check out the Ontario Extend Collaborator module<\/a> to learn more about PLNs and connectivism!<\/p>\n \n\n<\/div>\n<\/div>\n

The foundational concept of connectivism is that your personal learning network (PLN) provides the context \u2014 not necessarily the content \u2014 for your learning.<\/em> It\u2019s a teaching approach that recognizes the agency of learners in determining the direction of their own learning, but at the same time emphasizes that learning is not a solitary or individualistic pursuit \u2014 that we learn as part of a community (Ontario Extend<\/a>, n.d.). In connectivism, it is the collective connections between all the \u201cnodes\u201d in a network that result in new forms of knowledge. Knowledge in connectivism is a chaotic, shifting phenomenon \u2014 as \"nodes\" come and go and information flows across networks that themselves are interconnected by myriad other networks. Siemens (2005) identifies the principles of connectivism as follows:<\/p>\n\n