Open Pedagogy

There are different definitions of open pedagogy.

One possible definition:

Open pedagogy is the application of the concept of open to the practices of teaching and learning. It can involve a blend of strategies, technologies, and networked communities to empower students to have control and agency over their own learning. (Source: Open Pedagogy | Program for Open Scholarship and Education (ubc.ca))

Another possible definition:

Open pedagogy describes teaching practices that

1. Commit to learner-driven education that is access-oriented, and
2. Enable students to engage in public knowledge and content creation through assignments and learning tools.

Yet another definition:

Open pedagogy can include creating, adapting, or updating OER with students, building course policies, outcomes, assignments, rubrics, and schedules of work collaboratively with students, or facilitating student-created and student-controlled learning environments. It is "the practice of engaging with students as creators of information rather than simply consumers of it. It’s a form of experiential learning in which students demonstrate understanding through the act of creation. The products of open pedagogy are student created and openly licensed so that they may live outside of the classroom in a way that has an impact on the greater community." (University of Texas Arlington Libraries)

Nascimbeni and Burgos (2016) defined the Open Educator:

An Open Educator choses to use open approaches, when possible and appropriate, with the aim to remove all unnecessary barriers to learning. He/she works through an open online identity and relies on online social networking to enrich and implement his/her work, understanding that collaboration bears a responsibility towards the work of others.

Nascimbeni and Burgos (2016) on OEP:

An Open Educator implements openness along four main activities. The open educator:

1. Implements open learning design by openly sharing ideas and plans about his/her teaching activities with experts and with past and potential students, incorporating inputs, and transparently leaving a trace of the development process.
2. Uses open educational content by releasing his/her teaching resources through open licenses, by facilitating sharing of his/her resources through OER repositories and other means, and by adapting, assembling, and using OERs produced by others in his/her teaching.
3. Adopts open pedagogies fostering co-creation of knowledge by students through online and offline collaboration and allowing learners to contribute to public knowledge resources such as Wikipedia.
4. Implements open assessment practices such as peer and collaborative evaluation, open badges, and e-portfolios, engaging students as well as external stakeholders in learning assessment.

One is the "seed" that started the widespread appreciation for Open pedagogy prospects, making assessments Open -- the blog post from David Wiley. Wiley's post was important because it underscored how many assessments are "disposable" and could instead be artifacts that have a place out in the world.

Have a brief look at a prominent proponent who really got the ball rolling, Robin De Rosa, who described her work in this 2016 blog post where she describes how her students integrated (or modified) materials into her Open textbooks, which were resources that continued to evolve every semester as students worked on the textbook as editors or contributors of digital artifacts such as videos, graphics, charts, etc.

There are countless examples out there to be found. Check this list on the Open Pedagogy Notebook website.

Nascimbeni, F., & Burgos, D. (2016). In search for the Open Educator: proposal of a definition and a framework to increase openness adoption among university educators. IRRODL, 17(6). https://www.irrodl.org/index.php/irrodl/article/view/2736/3974