Open Educational Resources (OER)

Open textbooks are transforming today’s educational landscape by making learning more accessible an sharable. How can we use open textbooks for teaching and learning?

Online illustrations by Storyset

Equity via Open Licensing: By providing free access to high-quality educational resources, open textbooks promote educational equity, ensuring that all students, regardless of their financial situation, have access to the materials they need for their studies at the cost of an internet connection. Creative Commons licenses allow users to freely use, share, and adapt OER content while respecting the authors’ rights.

Cost Savings and Sustainability: Replacing traditional textbooks with digital OERs provides financial relief to students and educational institutions. The use of OER contributes to the effective use of non-renewable resources, minimizing the environmental impact of textbook production. This can make education more affordable and accessible to a global audience.

Adaptability and Rapid Customization: Transparent rules facilitate the customization and dissemination of OER. Instructors can modify OER to better align with their teaching objectives and the learning needs of their students.

Collaborative Development and Quality Assurance: The creation of OER often involves collaboration among educators, authors, and institutions. Peer reviews, timely updates, and feedback from users help maintain high standards and keep the content relevant and accurate.

• BCcampus OpenEd

• eCampusOntario Open Library

• OpenEd Manitoba

• AtlanticOER

• First Nations-Data-Centre  and Online Library

• Open Educational Resources – Vancouver Community College

Practice:

This activity invites you to practice selecting and evaluating Open Educational Resources (OER), especially open textbooks: to to find exactly what resources meet your teaching goals along with promoting equity and inclusion for all students.

1. Think about a digital educational setting in which you teach or have learned.

2. Outline one pedagogical goal and the available access options in your setting or subject area.

2. Explore Canadian OER Repositories and find an Open Resource on your subject. Identify one OER resource which fits your pedagogical goal. Review whether the resource is accessible for all learners of different abilities.

3. Select one OER resource to support your pedagogical goal and share a reference on this resource, include information about: original author(s), title, publishing year, and hosting place. 

Resources

• Environmental Science: A Canadian Perspective – contains interactive exercises if using the digital version

• Canadian History Pre-Confederation – contains glossaries, key terms, exercises

• Introduction to Sociology – includes section review quizzes

• Pulling Together: Foundations Guide – part of a series of guides to support systemic change in BC higher ed in the areas of Indigenization, decolonization, and reconciliation. It contains activities and knowledge checks and accessibility features.

Open Education Networks

• Open Education Network

• OpenStax

One of the most transformative aspects of today’s education is the ability to modify an open textbook, offering educators a practical way to tailor content to meet specific learning objectives and student needs. What are the best practices in customizing an open resource?

Conducting thorough reviews and seek feedback from peers to maintain high standards and ensure the contents remain reliable and up-to-date.

Adhering to Licensing Requirements and Acknowledging Authors: When modifying an open textbook, it is important to respect the original licensing terms. Creative Commons licenses often allow for modifications, but educators must ensure they attribute the original authors and follow any specific conditions outlined in the license.

Practice:

This activity invites you to practice modifying an open educational resource: creating and sharing customized content, and acknowledging your contribution and the authors of the original.

1. Find and select an Open Educational Resource relevant to your interest or your teaching subject.

2. Consider your modification strategy: e.g. using a portion, combining several elements, or using one element.

3. Create a citation for your modified OER, acknowledging original authorship, and adhering to the original license terms.

4. Share your reference with the authorship and modification information. 

Examples:

1. Select an open educational resource 

relevant to your teaching subject. This could be an open textbook, H5P exercise, digital process simulation, multimedia object, or any other OER.

Examples: OpenStax textbooks, BCcampus OpenEd resources, interactive H5P exercises, digital simulations from MERLOT, multimedia objects from OER Commons.

2. Define Your Goal: 

Consider how this resource will enhance your teaching and benefit your students.

Example: “To provide an interactive simulation that helps students understand the process of photosynthesis in a more engaging and hands-on manner.”

3. Outline the Modification Strategy: 

combine and adapt to fit your course objectives.

Examples:

• Taking a Portion: Extracting a specific chapter from an open textbook to use as a supplementary reading.

• Combining Resources: Integrating an H5P exercise with a digital simulation to create a comprehensive learning module.

• Adapting Content: Modifying multimedia objects to include localized examples relevant to your students.

4. Review License Requirements: 

Ensure that your modifications adhere to the original OER’s licensing terms.

Examples:

• Attribution (CC BY): You can modify the resource as long as you give appropriate credit to the original author.

• ShareAlike (CC BY-SA): You can modify the resource, but you must distribute your version under the same license as the original.

• NonCommercial (CC BY-NC): You can modify the resource, but you cannot use it for commercial purposes.

• NoDerivatives (CC BY-ND): You cannot modify the resource; you can only use it as-is.

5. Acknowledge authorship: 

provide information about the author(s) and the hosting place of the OER you plan to use in a modified form. This ensures proper attribution, maintains the integrity of the original work, and allows others to trace the source and modifications made.

Examples:

a. Textbook:

• Original Author: “Introduction to Sociology” by Heather Griffiths, Nathan Keirns, Eric Strayer, et al.

• Hosting Place: OpenStax, Rice University.

• Modified Version: Griffiths, H., Keirns, N., Strayer, E., et al. (Year). Introduction to Sociology. OpenStax, Rice University. Adapted by [Your Name] for SOC101. Available at [Your Institution’s Repository URL].

b. Interactive Exercise:

• Original Author: “Interactive Math Exercises” by John Doe.

• Hosting Place: H5P.org.

• Modified Version: Doe, J. (Year). Interactive Math Exercises. H5P.org. Adapted by [Your Name] for Algebra Focus. Available at [Your Institution’s LMS URL].

c. Digital Process Simulation:

• Original Author: “Photosynthesis Simulation” by Jane Smith.

• Hosting Place: MERLOT.

• Modified Version: Smith, J. (Year). Photosynthesis Simulation. MERLOT. Adapted by [Your Name] for BIO101. Available at [Your Institution’s Digital Learning Platform URL].

6. Suggestions for Hosting and Disseminating the Modified Resource:

1. Institutional Repository: Upload the modified resource to your institution’s digital repository. This ensures that it is accessible to other educators and students within your institution.
   
   

2. Learning Management System (LMS): Integrate the modified resource into your institution’s LMS (e.g., Moodle, Canvas, Blackboard). This allows for easy access and distribution to your students.
   
   

3. OER Platforms: Share your modified resource on OER platforms such as OER Commons, MERLOT, or BCcampus OpenEd. This broadens the reach and allows other educators to benefit from your modifications.
   
   

4. Personal or Institutional Website: Host the resource on your personal or institutional website. Ensure that the website is easily navigable and that the resource is prominently featured.
   
   

5. Social Media and Academic Networks: Use social media platforms (e.g., Twitter, LinkedIn) and academic networks (e.g., ResearchGate, Academia.edu) to share your modified resource. This can help you reach a wider audience and engage with other educators.
   
   

6. Workshops and Conferences: Present your modified resource at educational workshops and conferences. This provides an opportunity to showcase your work and receive feedback from peers.
   
   

Resources

Using and Adapting OER to Support Teaching and Learning

Adapting, Creating & Sharing OER – Open Educational Resources: Basics

How can teachers create and share their own educational content without fearing copyright infringement and to benefit the broader educational community? How do we identify materials that are specifically created for open sharing? How do we ensure proper attribution and respect for the original creators while using  digital materials made by others?

People illustrations by Storyset 

Types of Creative Commons Licenses

• CC BY (Attribution): Allows others to distribute, remix, adapt, and build upon the work, even commercially, as long as they credit the original creation.

• CC BY-SA (Attribution-ShareAlike): Similar to CC BY, but new creations must be licensed under identical terms.

• CC BY-ND (Attribution-NoDerivs): Allows for redistribution, commercial and non-commercial, as long as it is passed along unchanged and in whole, with credit to the creator.

• CC BY-NC (Attribution-NonCommercial): Allows others to remix, adapt, and build upon the work non-commercially, and although their new works must also acknowledge the creator and be non-commercial, they don’t have to license their derivative works on the same terms.

• CC BY-NC-SA (Attribution-NonCommercial-ShareAlike): Allows others to remix, adapt, and build upon the work non-commercially, as long as they credit the creator and license their new creations under the identical terms.

• CC BY-NC-ND (Attribution-NonCommercial-NoDerivs): The most restrictive license, allowing others to download the works and share them with others as long as they credit the creator, but they can’t change them in any way or use them commercially.

Practice 

selecting and displaying the most open Creative Commons (CC) license for a digital object you created.

1. Create a Digital Object:

   • Choose a digital object you have created, such as a photo, infographic, or a document.

2. Select the Most Open CC License:

   • The most open CC license is CC BY (Attribution). This license allows others to distribute, remix, adapt, and build upon your work, even commercially, as long as they credit you for the original creation.

3. Apply the CC BY License:

   • Visit the Creative Commons license chooser .

   • Select the “Attribution” option.

   • Fill in the required information about your work (title, creator name, etc.), this site does not store any information.

   • Generate the license code. Copy this code to paste it with your digital object, this will make the selected CC license displayed with your work.

4. Display the License:

   • Add the generated license code to your digital object. This can be done by including the license text and link in the object’s metadata, description, or directly on the object itself: in the footer of a document, s a caption for an image, or placed on your web site page.

5. Example:

If you created a photo titled “Sunset” you would add the following text to your photo’s description or metadata:

"Sunset" by [Your Name] is licensed under CC BY 4.0.

5. • 
     

   • Include a link to the license: https://creativecommons.org/licenses/by/4.0/.

6. Share online your object with the license.

Resources

• Traditional Knowledge Labels and Licenses implemented for Indigenous knowledge and contexts.

• CC license chooser Follow the steps to select the appropriate license for your work. This site does not store any information.

They say a picture is worth a thousand words. Most teachers nowadays use digital images to help students with different abilities understand and remember better. What are the best ways to choose and use various visuals? And importantly, how do we respect authorship and avoid breaking copyright laws when using and sharing visuals for learning?

People illustrations by Storyset 

Visual stimuli capture learners’ attention and provide emotional appeal, helping make connections and understand concepts better. Through images, diagrams, and infographics, learners can grasp and remember key points more effectively. Digital visuals encompass a wide range of different types: dynamic video animations and static graphic illustrations, diagrams, infographics, interactive visuals.

It’s crucial to respect authorship and copyright laws when using or creating digital visuals, ensuring proper attribution and adherence to licensing requirements.

Best Practices

• Consistency: Maintain a consistent style and format throughout your visuals. Use high-quality images and clear, legible text. Avoid clutter and unnecessary details.

• Attribution: Every digital object one creates is considered to be copyrighted to the author and protected by copyright law unless otherwise specified. You can assign a CC license to your digital object, thus openly sharing it with everyone under the attribution that you specify. Properly attribute all visuals to their original creators, following the specific licensing requirements. Reuse only non-copyrighted images. Contact your librarian to find out the details about educational use, which permits limited use of copyrighted content for educational purposes.
  
  

• Privacy: Do not share without permission. Ensure that any images of people used in your materials have the necessary permissions and do not violate privacy rights.
  
  

• Accessibility: Use alt text for images and ensure color contrast is sufficient, to comply with the accessibility standards. Add subtitles or closed captions to videos, or, attach a text file with the audio transcription. Ensure that all visual content is accessible to visually impaired learners. This includes providing detailed alt text descriptions for images, diagrams, and infographics. For dynamic content like videos and animations, include audio descriptions that narrate the visual elements. Additionally, ensure that interactive visuals are navigable using screen readers and other assistive technologies.
  
  This activity invites you to explore the ethical and legal considerations of using digital visuals in teaching. By analyzing existing resources and reflecting on your own practices, you’ll develop skills to ensure compliance with copyright laws, proper attribution, privacy, and accessibility.
  
   
  
  Learning Activity: Ethical and Legal Use of Digital Visuals in Teaching
  
  This activity invites you to explore the ethical and legal considerations of using digital visuals in teaching. By analyzing existing resources and reflecting on your own practices, you’ll develop skills to ensure compliance with copyright laws, proper attribution, privacy, and accessibility.
  
   
  
  

Practice:

Option 1. Reuse Digital Visuals

1.1. Select a digital visual resource relevant to your subject area or a field of interest. This could be an image, infographic, video, or interactive visual.

1.2. Analyze the visual for consistency, attribution, privacy and accessibility.

1.3. Share the visual and include the authorship information (names and organizations), the source (URL and publications), attribution (Creative Commons type of sharing), add the text which is to be used as alt description to make a digital visual object accessible.

Option 2. Create Your Own Visual

2.1. Create a digital infographic, diagram, an image, or interactive visual tailored to your teaching needs.

2.2. Apply the standards of consistency, attribution, privacy and accessibility to your visual display.

Your digital creation is automatically copyrighted, unless you assign and display CC license to your visual. Ensure your visual is accessible.

2.3. Share your visual and write a brief description to accompany your creation. 

Resources:

• Creative Commons image search is a tool that allows openly licensed and public domain works to be discovered and used by everyone.

• https://storyset.com/people  Vectorgraphic type illustrations to download free (https://www.freepik.com/legal/privacy)

• Unsplash – photos that are free to use, no permission required but attribution appreciated

• Pexels – stock photos that are free to use, attribution is not required, adaptation is permitted

• The Noun Project – CC licensed icons

• Examples and Downloads | H5P

• https://storyset.com/people Freepic company – customizable illustrations: education, technology, medical, people, multi-purpose. Include Illustration attribution: People illustrations by Storyset

For generations, Indigenous knowledge has supported communities. In times of global crises, it has provided valuable insights for fair governance and sustainability. How can educators ensure they share Indigenous knowledge respectfully and with permission in culturally sensitive way?

Indigenous Approach to Social Wellbeing, Governance and Environmental Management.

Many Indigenous communities use consensus-based decision-making processes, where all members have a voice and decisions are made collectively. This approach fosters inclusivity and ensures that the needs and perspectives of all community members are considered. Traditional governance structures often include clan and kinship systems that define social roles, responsibilities, and relationships. These systems help maintain social organization and support community; harness ecological balance and manage natural resources effectively, promote soil health and biodiversity. ,

Education and the Role of Elders in Knowledge Sharing.

Traditionally Indigenous knowledge was passed down through oral traditions and storytelling. Elders shared stories that conveyed cultural values, history, and lessons, providing a rich and engaging educational experience for younger generations. Highly respected Elders in Indigenous communities play a crucial role in ensuring the continuity of cultural knowledge, and in guiding and mentoring younger generations. Learning through direct interaction with the environment and land helps students develop practical skills and a deep understanding of their cultural heritage.

Prevent Misappropriation of Indigenous Knowledge, Art and Cultural Practices.

Indigenous art and knowledge misappropriation occurs when elements of Indigenous cultures are used without permission, respect, or proper acknowledgement, when traditional designs, symbols, or practices are used in ways that distort or disregard their original meaning or significance. Misappropriation disregards the cultural context and the rights of Indigenous communities, leading to exploitation and harm.

Guided by the examples below:

Practice acknowledging the rich cultural heritage and wisdom of Indigenous communities. Write your statement of recognition for an Indigenous object of art, socio-cultural practice, or knowledge.

Reflect on your own cultural backgrounds and find commonalities and cultural knowledge equivalents. This practice promotes a sense of connection and respect for Indigenous perspectives and helps foster a deeper understanding and appreciation of Indigenous knowledge.

Implement forms of public acknowledgment, appreciation, and respect for Indigenous people and authors, fostering a culture of inclusivity and recognition. Formulate, present orally, and display written acknowledgments to restore visibility of Indigenous voices and contributions, ensuring they are valued and respected within the broader community.

Practice

Acknowledging Indigenous knowledge and cultural objects, their public representation in terms of respecting intellectual property and cultural sensitivity.

Identify a cultural object related to Indigenous peoples’ experience, knowledge, or history: what knowledge and cultural experience the object presents, refers to, or symbolizes. Your source could be any culturally noticeable item or practice: an episode in a popular movie, a publicly displayed artwork, a piece of clothing, a tool, or a building.

Research: Find out about the object’s history, traditional use or community stories related to it. Identify the names of Indigenous people or community associated with the object.

Analyze Public Representation: describe the context in which a cultural object is publicly represented (e.g., museums, digital media, public outdoor spaces).

• What knowledge and cultural experience the object presents, refers to, or symbolizes?

• Does the object’s public display include the names of the individual creators or the Indigenous peoples and the attribution of their lands?

• Do you think the object has being misappropriated, and in what way?

• Is the representation culturally sensitive and respectful?

• Is any important information missing from the representation of this object?

• Suggest a proper acknowledgement if your find anything is missing from the display.

Share your review and suggestions.

Examples

1. Respecting Intellectual Property Rights

   • Indigenous knowledge is considered intellectual property and should be protected as such. Example: The San people of Southern Africa have used the Hoodia plant as an appetite suppressant for centuries. When pharmaceutical companies sought to develop a weight-loss drug from the plant, they initially did so without consulting or compensating the San people. After legal battles, the San were eventually compensated.

   • Unauthorized use or commercialization of Indigenous knowledge without consent is a form of misappropriation. Example: A patent was granted in the US for turmeric’s wound-healing properties, despite this knowledge being known and used by Indian communities for centuries. The patent was later revoked after it was challenged.

2. Practicing Cultural Sensitivity

   • Engaging with Indigenous knowledge requires an understanding of and respect for the cultural context in which it is embedded. Example: When creating educational materials about Indigenous medicinal practices, it is important to consult with Indigenous healers and communities to ensure that the information is accurate and presented respectfully.

   • Culturally sensitive engagement involves seeking permission, giving credit, and ensuring that the knowledge is used in a way that benefits the Indigenous community. Example: A university collaborates with an Indigenous community to develop a curriculum on traditional ecological knowledge. The community is involved in the creation process, credited for their contributions, and receives a share of any financial benefits

3. Ethical Guidelines

   • Develop and follow ethical guidelines for engaging with Indigenous knowledge, including obtaining informed consent and ensuring fair compensation. Example: Researchers working with Indigenous communities on environmental projects follow a set of ethical guidelines that include obtaining informed consent, providing fair compensation, and ensuring that the community benefits from the research outcomes.

   • Collaborate with Indigenous communities to co-create educational resources and ensure that their knowledge is represented accurately and respectfully. Example: An educational institution partners with Indigenous elders to co-create a series of videos on traditional agricultural practices. The elders are actively involved in the production process and their knowledge is accurately represented

4. Avoiding Misappropriation

   • Avoid using Indigenous knowledge out of context or in ways that strip it of its cultural significance. Example: A company avoids using Indigenous symbols and motifs in their branding without understanding their cultural significance and obtaining permission from the relevant Indigenous community

   • Recognize and address power imbalances that may exist in the sharing and use of Indigenous knowledge. Example: A non-profit organization working with Indigenous communities ensures that decision-making power is shared equally and that the communities have control over how their knowledge is used and shared

Acknowledgment for Indigenous Contents in Education

When presenting Indigenous knowledge as part of educational materials, it is crucial to acknowledge and respect the source and understand how it differs from standard authorship and Creative Commons (CC) licenses. Here are some proper ways of acknowledgment, along with examples:

Land Acknowledgments

• Example: At the beginning of a course or educational event, include a land acknowledgment that recognizes the traditional territories of the Indigenous peoples on whose land the institution is situated. This can be a spoken statement or included in written materials.

• Note: Unlike CC licenses, which focus on the legal use of content, land acknowledgments are about recognizing and respecting the historical and ongoing connection of Indigenous peoples to their land

Attribution to Knowledge Holders

• Example: When using specific Indigenous knowledge, such as traditional ecological practices or cultural stories, explicitly attribute this knowledge to the community or individual knowledge holders. For instance, “This teaching on sustainable agriculture practices is shared with permission from the Haida Nation.”

• Note: General authorship rights typically involve citing an author or creator, but attributing Indigenous knowledge requires acknowledging the community and cultural context from which the knowledge originates

Collaborative Creation and Co-Authorship

• Example: Develop educational resources in collaboration with Indigenous communities, ensuring that they are co-authors of the material. For example, a curriculum on traditional medicinal plants could be co-created with Indigenous healers and include their names as co-authors.

• Note: While CC licenses allow for shared use and adaptation of content, collaborative creation with Indigenous communities ensures that their voices and perspectives are integral to the material, rather than just being used with permission

Ethical Guidelines and Informed Consent

• Example: Obtain informed consent from Indigenous communities before using their knowledge. Follow ethical guidelines, that may involve formal agreements that outline how the knowledge will be used and shared.

• Note: Unlike general authorship rights, which may not always require consent for use, ethical guidelines for Indigenous knowledge emphasize the importance of permission and fair compensation

Cultural Sensitivity and Context

• Example: Present Indigenous knowledge within its cultural context, ensuring that it is not taken out of context or misrepresented. For example, when teaching about traditional ceremonies, provide background on their cultural significance and the protocols for sharing this information.

• Note: CC licenses focus on the legal aspects of content use, while cultural sensitivity involves a deeper understanding and respect for the cultural significance and context of Indigenous knowledge

Resources:

• Unit 7: Ecological wisdom in traditional knowledge: View as single page | OLCreate  part of the Course: Sustainable Pedagogies OLCreate: PUB_8228_1.0 Sustainable pedagogies (Open University. Home | OLCreate)

• Local Contexts a global initiative that helps Indigenous communities repatriate knowledge and gain control over how data is collected, managed, displayed, accessed, and used in the future, by focusing on Indigenous Cultural and Intellectual Property and Indigenous Data Sovereignty. Traditional Knowledge and Biocultural Labels Information and Activity Packet (pdf)

• Working with indigenous knowledge – Strategies for health professionals : Free Download, Borrow, and Streaming : Internet Archive

• Towards Truth and Reconciliation: A Learning Resource Guide – Canada.ca

• Paths-to-Reconciliation-Teachers-Guide.pdf

• Indigenous cultural protocols for information sharing and governance / Ownership, Control, Access and Possession – OCAP®

In today’s digital age, both scholars and amateurs have unprecedented access to vast amounts of data and information. But does access alone make one a true scholar? Digital scholarship demands more—it requires rigorous research, critical analysis, and ethical considerations. How can we ensure the credibility of information? What role does digital scholarship play in bridging the digital divide and fostering global collaboration? As we navigate this evolving landscape, how can we harness digital tools to transform research and knowledge sharing?

Key Aspects of Digital Scholarship:

Rigorous Research Standards: Digital scholarship maintains high standards of credibility and accuracy by adhering to rigorous research methodologies, critical analysis, and ethical considerations. This ensures that the produced knowledge is reliable and trustworthy.

Transformation of Research Practices: Digital scholarship revolutionizes traditional research practices by leveraging innovative digital tools and methodologies. It enhances collaboration across disciplines and geographical boundaries, fostering a more interconnected and dynamic research environment.

Addressing the Digital Divide: By promoting inclusivity and equal access to digital tools and resources, digital scholarship helps bridge the gap between those with and without access to technology. This is to ensure that all scholars and students can participate in and benefit from digital research.

Continuous Learning and Adaptation: The rapid pace of technological change requires scholars to continuously learn and adapt. Digital scholarship supports this ongoing professional development, enabling researchers to stay current with the latest tools and techniques.

Rapid Dissemination of Research: Digital platforms facilitate the swift sharing of research findings with a global audience. This rapid dissemination accelerates the spread of knowledge and allows for timely contributions to ongoing academic discussions.

Open Access and Collaboration: Digital scholarship promotes open access to scholarly resources, making research more widely available. It supports the creation and curation of open digital archives and databases, fostering a culture of openness and collaboration within the academic community.

Creative Commons Licenses: Authorship in digital scholarship is appreciated and protected through Creative Commons licenses. These licenses allow authors to share their work freely while retaining certain rights, encouraging a collaborative and open approach to knowledge sharing.

Practice:

Option 1.

1. Select a Digital Scholarly Resource: Choose a digital resource (e.g., a digital archive, online journal article, digital humanities project, online database) that you consider to be an example of digital scholarship in your subject area, field of study or a topic of interest.

2. Analyze the Resource: Consider how the resource you selected reflects the key aspects of digital scholarship:

   • Rigorous Research Standards: How does the resource demonstrate its adherence to rigorous research standards? Consider its sources, methodology, peer review process (if applicable), and any evidence of critical analysis. Example: A peer-reviewed article from JSTOR* that includes a detailed methodology section, cites numerous primary and secondary sources, and has undergone a rigorous peer review process.

   • Transformation of Research Practices: How does the resource utilize digital tools and methodologies in its creation, presentation and dissemination/access? Does it enhance collaboration or access to information in new ways? Example: Digital humanities project (Stanford) that uses interactive maps and data visualizations to present historical data, making it accessible to a broader audience and allowing for real-time updates and collaboration among researchers.

   • Addressing the Digital Divide: Does the resource (or the platform it’s on) make any efforts to promote inclusivity or bridge the digital divide? Consider accessibility features, language options, or availability in different regions. Example: An online database that offers multilingual support, text-to-speech functionality, and is accessible from various devices, ensuring that users from different regions and with different needs can access the information (e.g. GitHub, Replit, w3schools).

   • Continuous Learning and Adaptation: How does the resource (or the field it represents) demonstrate an awareness of the need for continuous learning and adaptation in the face of technological change? Are there any examples of evolving tools or methodologies being used? Example: A digital archive that regularly updates its interface and tools based on user feedback and technological advancements, ensuring that it remains relevant and user-friendly (Digital Public Library of America, Smithsonian Digital Collections, Internet Archive).

   • Open Access and Collaboration: Is the resource openly accessible? Does it promote collaboration through shared data, open archives, or opportunities for community contribution? Example: A digital repository that provides open access to research papers and datasets, encouraging researchers to share their findings and collaborate on new projects (arXiv, bioRxiv, Figshare, Zenodo).

   • Creative Commons Licenses: Are Creative Commons licenses used for any of the content in the resource? If so, how does this impact the sharing and reuse of the work?

3. Share Your Analysis: Write a brief summary. Add your message as a comment to this page.

Option 2.

1. Select a source intended for use by practitioners in your field. This could be a scholarly research article, a trade journal article, or a post from a well-respected online source in your field.

2. Analyze: how do practitioners in your field know to trust this source?
   
   

   • Standards: How new ideas and new practices in your field come to be accepted as valid? How does practitioners in your field know to trust this source?

   • Transformational Practices: How could this source promote interconnectedness in your field? How could it promote collaboration between your field and others? What potential does it have to change common ways that practitioners think or work?

   • Addressing the Digital Divide: Does the resource (or the platform it’s on) make any efforts to promote inclusivity or bridge the digital divide? Consider accessibility features, language options, or availability in different regions. Example: An online database that offers multilingual support, text-to-speech functionality, and is accessible from various devices, ensuring that users from different regions and with different needs can access the information (e.g. GitHub, Replit, w3schools).

   • Continuous Learning and Adaptation: How does the resource (or the field it represents) demonstrate an awareness of the need for continuous learning and adaptation in the face of technological change? Are there any examples of evolving tools or methodologies being used? Example: A digital archive that regularly updates its interface and tools based on user feedback and technological advancements, ensuring that it remains relevant and user-friendly (Digital Public Library of America, Smithsonian Digital Collections, Internet Archive).

   • Open Access and Collaboration: Is the resource openly accessible? Does it promote collaboration through shared data, open archives, or opportunities for community contribution? Example: A digital repository that provides open access to research papers and datasets, encouraging researchers to share their findings and collaborate on new projects (arXiv, bioRxiv, Figshare, Zenodo).

   • Creative Commons Licenses: Are Creative Commons licenses used for any of the content in the resource? If so, how does this impact the sharing and reuse of the work?

3. Share: Write a brief summary. 

* Individuals not affiliated with educational institutions in Canada can still access JSTOR for free by creating a personal account. This account allows users to read a limited number of articles online for free each month

Resources

• • Common Sense Media offers a wide range of existing lesson plans and recommended tools for educators.

  • Check out the Digital Scholarship competency page for a wide selection of available digital tools.

  • Chapter 11, Using Technology to Enhance Your Content, Not Detract from It, by Neil Kotch, in the Pressbook Applying Digital Experience Design to Teaching and Learning Environments.

Open pedagogy plays a crucial role in making learning a deep and transformative experience. How can educators organize digital environments to help learners actively shape their trajectories for a more personalized and meaningful learning? 

Education illustrations by Storyset

Open Pedagogy, also known as open educational practices (OEP), involves using open educational resources (OER) to support learning and the open sharing of teaching practices. It emphasizes learner-driven education and encourages students to participate in the co-creation of knowledge. Open Pedagogy aims to make education more accessible, equitable, and engaging by leveraging openly licensed materials and fostering collaboration between instructors and students

Open pedagogy enhances learning by fostering engagement and collaborative content creation. It empowers students, giving them agency and real-world skills. However, challenges include ensuring quality control, resource availability, inclusivity, understanding intellectual property, and providing instructor support.

• How can we involve students in the creation of course content to foster a sense of ownership and engagement?

• What digital tools can facilitate open sharing and collaboration but do not compromise learners’ privacy in the classroom?

• How can we ensure that open pedagogy contents are accessible and reusable by learners with diverse abilities?

• How do we ensure proper attribution and respect for the original creators and the contributors when using open resources?

Explore 

1. Collaborative Project:
   
   

   • Example: In a history class, students work together to create a digital timeline of significant events. Each student contributes by researching and adding events, images, and descriptions.

   • Objective: Enhance engagement and understanding of historical events through collaborative content creation.

2. Peer Review:
   
   

   • Example: In a literature course, students write essays and then participate in a peer review process using an online platform. They provide feedback on each other’s work and make revisions based on the feedback received.

   • Objective: Improve writing skills and critical thinking through peer interaction and feedback.

3. Use of OER:
   
   

   • Example: In a science class, students use Open Educational Resources to research a topic and create a multimedia presentation. They share their presentations with the class and discuss the different perspectives they found.

   • Objective: Access diverse resources and develop research and presentation skills.

4. Student-Generated Content:
   
   

   • Example: In a language course, students create their own vocabulary lists and practice exercises. They share these resources with their peers and use them for collaborative study sessions.

   • Objective: Empower students to take ownership of their learning and support peer learning.

5. Real-World Problem Solving:
   
   

   • Example: In an engineering course, students work on an open-source project that addresses a real-world problem. They collaborate with peers and external experts to develop solutions and present their findings.

   • Objective: Develop practical skills and apply theoretical knowledge to real-world situations.

Practice

1. Consider a digital educational setting in which to implement open pedagogy approach: Think about a specific online course or learning environment in which you currently teach or have previously learned.
   
   

2. For your example Design an open pedagogy learning activity, define its goal and describe learners’ contributions: what types of content learners have to research for and contribute to achieve the goal, for example using selected sources and collecting texts, images, videos, links or data.
   
   

3. Describe the stages – the organization of learning activity – which may include: data collection and sharing; evaluation and analysis; summarizing and results presentation.
   
   

4. Outline potential challenges of this activity and describe how you can address them.

Resources

Examples | Open Pedagogy Notebook

Open Pedagogy Approaches – Simple Book Publishing

What is Open Pedagogy? – BCcampus OpenEd Resources

Open Pedagogy – University of Virginia OER Learning Community Guide

What is Open Pedagogy | Program for Open Scholarship and Education