Open Education Ethics A conversation worth having.

There is only one context in which “open means the 5Rs”

OU Create has lent us the opportunity to talk about what does it mean to give students their data

So I’ll go ahead and say I see open as an end product less interesting. Open as a space that can produce open products: I find much more interesting.

Knowledge consumption and knowledge creation are not separate but parallel processes, as knowledge is co-constructed, contextualized, cumulative, iterative, and recursive.

We hope that this chapter will inspire those of us in education to focus our critical and aspirational lenses on larger questions about the ideology embedded within our educational systems and the ways in which pedagogy impacts these systems. At the same time we hope to provide some tools and techniques to those who want to build a more empowering, collaborative, and just architecture for learning.

“Open Pedagogy,” as we engage with it, is a site of praxis, a place where theories about learning, teaching, technology, and social justice enter into a conversation with each other and inform the development of educational practices and structures.

Although providing a framing definition might be the obvious place to start, we want to resist that for just a moment to ask a set of related questions

Build OERs with your students. Though students may be beginners with most of the content in your course, they are often more adept than you at understanding what beginning students need in order to understand the material.

How will they afford childcare on top of tuition fees? How will they focus on their homework if they haven’t had a square meal in two days or if they don’t know where they will be sleeping that night? How will their families pay rent if they cut back their work hours in order to attend classes? How much more student loan debt will they take on for each additional semester it takes to complete all of their required classes? How will they obtain the credit card they need to purchase an access code? How will they regularly access their free open textbook if they don’t own an expensive laptop or tablet?

When we talk about OERs, we bring two things into focus: that access is critically important to conversations about academic success, and that faculty and other instructional staff can play a critical role in the process of making learning accessible. If a central gift that OERs bring to students is that they make college more affordable, one of the central gifts that they bring to faculty is that of agency, and how this can help us rethink our pedagogies in ways that center on access.

Recently, Wiley has revised his language to focus on “OER-Enabled Pedagogy”[8], with an explicit commitment to foregrounding the 5R permissions and the ways that they transform teaching and learning.

I had the privilege of having breakfast with that student panel, and they were even more lovely before they got up on stage.

All content used in the ATD OER degree pathways must have open license terms allowing unrestricted use, reuse, revision, and redistribution.

Sixty-three percent of instructors said that developing a course with OER takes at least one and a half times as much time as a traditional course.

Forty-two percent of instructors surveyed reported that they are very likely to promote use of OER to colleagues, while only a small percentage would not.

More than half the instructors participating in the ATD initiative are new to OER, while 83% have experience teaching online and/or hybrid courses.

Launching OER Degree Pathways: An Early Snapshot of Achieving the Dream’s OER Degree Initiative and Emerging Lessons

OER-Enabled Pedagogy is the set of teaching and learning practices only practical in the context of the 5R permissions characteristic of open educational resources. Some people – but not all – use the terms “open pedagogy” or “open educational practices” synonymously.