Open educational practices (OEP) are part of the broader open education landscape,[1] including the openness movement in general. It is a term with multiple layers and dimensions and is often used interchangeably with open pedagogy or open practices.[2] OEP represent teaching and learning techniques that draw upon open and participatory technologies and high-quality open educational resources (OER) in order to facilitate collaborative and flexible learning.[3][4] Because OEP emerged from the study of OER, there is a strong connection between the two concepts.[5] OEP, for example, often, but not always, involve the application of OER to the teaching and learning process.[6] Open educational practices aim to take the focus beyond building further access to OER and consider how in practice, such resources support education and promote quality and innovation in teaching and learning.[7][8] The focus in OEP is on reproduction/understanding, connecting information, application, competence, and responsibility rather than the availability of good resources.[citation needed] OEP is a broad concept which can be characterised by a range of collaborative pedagogical practices that include the use, reuse, and creation of OER and that often employ social and participatory technologies for interaction, peer-learning, knowledge creation and sharing, empowerment of learners, and open sharing of teaching practices.[9][8][10]
This diagram visualizes an exemplary selection of applications of the paradigm of open educational practices.
OEP may involve students participating in online, peer production communities[11] within activities intended to support learning[12] or more broadly, any context where access to educational opportunity through freely available online content and services is the norm.[3] Such activities may include (but are not limited to),[3] the creation, use and repurposing of open educational resources and their adaptation to the contextual setting.[12][13][14] OEP can also include the open sharing of teaching practices[3] and aim "to raise the quality of education and training and innovate educational practices on an institutional, professional and individual level."[15] The OEP community includes educational professionals (i.e. teachers, educational developers, researchers), policy makers, managers/administrators of organisations, and learners.[13] OER are often created as part of an OEP strategy, and viewed as a contribution to the transformation of 21st century learning and learners.[13]
^Stacey, Paul. "Open Landscape". Paul Stacey Musings on the Ed Tech Frontier. Retrieved 2021-06-25.
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^Paskevicius, Michael; Irvine, Valerie (2019-09-10). "Open Education and Learning Design: Open Pedagogy in Praxis". Journal of Interactive Media in Education. 2019 (1): 10. doi:10.5334/jime.512. hdl:1828/11988. ISSN 1365-893X. S2CID 203427188.
^ abDeimann, Markus; Farrow, Robert (2013-07-05). "Rethinking OER and their use: Open education as Bildung". The International Review of Research in Open and Distributed Learning. 14 (3): 344–360. doi:10.19173/irrodl.v14i3.1370. ISSN 1492-3831.
^Cronin, Catherine; MacLaren, Iain (2018-04-20). "Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices". Open Praxis. 10 (2): 127. doi:10.5944/openpraxis.10.2.825. ISSN 2304-070X.
^Cronin, Catherine (2017). "Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education". The International Review of Research in Open and Distributed Learning. 18 (5): 1–21. doi:10.19173/irrodl.v18i5.3096. hdl:10379/6394. S2CID 157160989.
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