Into the Labyrinth : A PhD Comprehensive Portfolio

OEP definitional note

Open educational pedagogies, sometimes referred to as open teaching (Couros, 2010; Nascimbeni & Burgos, 2016), are defined as teaching and learning habits, facilitated and supported by open educators, involve making or using OER, engage students in creating OER, and the sharing of accessible professional materials (Cronin, 2017; Farrow, 2015).

Hegarty (2015) explored open pedagogies by applying eight attributes - learner generated, connected community, peer review, participatory technology, innovation and creativity, sharing ideas and resources, people openness and trust, and reflective practice.

Open pedagogy is best defined as 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. This site is dynamic, contested, constantly under revision, and resists static definitional claims. But it is not a site vacant of meaning or political conviction" (DeRosa & Jhangiani, 2018).

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