Document Type

Blog

Publication Date

12-15-2021

Abstract

Open pedagogy, or Open Educational Practices, is a creative movement in education that combines constructivist principles of giving students creativity and self direction in learning, critical pedagogy and the creation of openly licensed online learning materials (DeRosa & Jhangiani, 2018, 10; Cronin & MacLaren, 2018, 136-137), is increasingly rising to the forefront of the Open Education movement. The potentials of open pedagogy in enhancing teaching, particularly in terms of fostering student engagement, creating opportunities for new forms of teaching that transcends the limits of copyright, the “surveillance” and “banking” models of education, as well as getting students to critically re ect on social justice issues have been widely touted by advocates of Open Education (Wiley, 2017; DeRosa & Jhangiani, 15). Can it also be used in educational research on OER development, allowing for a better understanding of the learning behavior and preferences of diverse learners who will be using OER materials by engaging them in continuous re ection on these subjects, analysis of OER materials and sharing these re ections online as a form of openly licensed information to assist other OER developers?

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