Open Pedagogy refers to collaborative teaching and learning practices that help educators to advance a culture of sharing and active learning through OER.
Below is a framework for Open Pedagogy, proposed by Bronwyn Hegarty. Developing "openness" can be challenging. For example, educators may be uncomfortable sharing their work or inviting peer review in open platforms. Open Pedagogy does require a change in mindset to develop openness and work in a specific way; however, most educators already collaborate and share, and the attributes listed below are about extending that current practice.
The Eight Attributes of Open Pedagogy
Bronwyn Hegarty’s Eight Attributes of Open Pedagogy, Podcast Transcript, from the Alberta Open Educational Resources Initiative, licensed under CC BY SA; What is Open Pedagogy Wikieducator, licensed CC BY SA; Eight attributes of Open Pedagogy (PDF)
Adapted from the Nebraska OER Toolkit—the toolkit was developed with assistance from the College Libraries Ontario (CLO), the Ontario Colleges Library Service (OCLS) the Institute for the Study of Knowledge Management in Education (ISKME).
Michael Paskevicius, of Vancouver Island University (VIU), defines open pedagogy as,
Teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, the selection of teaching resources, and the planning of activities and assessment. OEP engage both faculty and students with the use and creation of OER, draw attention to the potential afforded by open licences, facilitate open peer-review, and support participatory student-directed projects.
Paskevicius, M. (2017). Conceptualizing open educational practices through the lens of constructive alignment. Open Praxis, 9(2), pp. 125-140. http://dx.doi.org/10.5944/openpraxis.9.2.519
Open pedagogy, then, uses open resources to reimagine and reshape classroom practice to allow greater flexibility, greater collaboration, and greater engagement.