What Is Open Pedagogy? Identifying Commonalities

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 it...

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Autores principales:	Phil Tietjen, Tutaleni I. Asino
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2021
Materias:	open educational resources open pedagogy open educational practices framework Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/09f171ac67884807a09437dddb4ecc0a
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id	oai:doaj.org-article:09f171ac67884807a09437dddb4ecc0a
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spelling	oai:doaj.org-article:09f171ac67884807a09437dddb4ecc0a2021-12-02T19:25:57ZWhat Is Open Pedagogy? Identifying Commonalities10.19173/irrodl.v22i2.51611492-3831https://doaj.org/article/09f171ac67884807a09437dddb4ecc0a2021-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/5161https://doaj.org/toc/1492-3831Open 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. Phil TietjenTutaleni I. AsinoAthabasca University Pressarticleopen educational resourcesopen pedagogyopen educational practicesframeworkSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 22, Iss 2 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	open educational resources open pedagogy open educational practices framework Special aspects of education LC8-6691
spellingShingle	open educational resources open pedagogy open educational practices framework Special aspects of education LC8-6691 Phil Tietjen Tutaleni I. Asino What Is Open Pedagogy? Identifying Commonalities
description	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.
format	article
author	Phil Tietjen Tutaleni I. Asino
author_facet	Phil Tietjen Tutaleni I. Asino
author_sort	Phil Tietjen
title	What Is Open Pedagogy? Identifying Commonalities
title_short	What Is Open Pedagogy? Identifying Commonalities
title_full	What Is Open Pedagogy? Identifying Commonalities
title_fullStr	What Is Open Pedagogy? Identifying Commonalities
title_full_unstemmed	What Is Open Pedagogy? Identifying Commonalities
title_sort	what is open pedagogy? identifying commonalities
publisher	Athabasca University Press
publishDate	2021
url	https://doaj.org/article/09f171ac67884807a09437dddb4ecc0a
work_keys_str_mv	AT philtietjen whatisopenpedagogyidentifyingcommonalities AT tutaleniiasino whatisopenpedagogyidentifyingcommonalities
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What Is Open Pedagogy? Identifying Commonalities

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