Knowles assumes the following in the context of adult education:

• The need to know — adult learners need to know why they need to learn something before learning it. Contextualizing for a lesson makes for clearer understanding as to why something should be learned.

• Learner self-concept —adults need to be responsible for their own decisions and to be treated as capable of self-direction. There is a move from dependent to self-directed learning.

• Role of learners' experience —adult learners have a variety of experiences of life which represent the richest resource for learning. These experiences are however imbued with bias and presupposition.

• Readiness to learn —adults are ready to learn those things they need to know in order to cope effectively with life situations. Adults learn content better when it is situationally appropriate. Adults learn better through problem solving.

• Orientation to learning —adults are motivated to learn to the extent that they perceive that it will help them perform tasks they confront in their life situations.

From: Digital Pedagogy - A Guide for Librarians, Faculty, and Students by UofT Libraries

"...open sharing of teaching practices with a goal of improving education and training at the institutional, professional, and individual level.

When you use open pedagogy in your classroom, you are inviting your students to be part of the teaching process, participating in the co-creation of knowledge."

from: open.bccampus.ca/what-is-open-education/what-is-open-pedagogy

Includes efforts to increase agency, democracy and inclusivity in a course, examples:

• co-creating curriculum

• co-creating course materials (e.g. case studies, visuals)

• co-editing open textbooks

• collaborative assessment design

• move from throw-away assignments to more authentic assessment (align with real-world skills/create content to add value to the world)