Open pedagogy is a student-centered educational approach that aims to improve the quality of education by promoting students’ independent learning, collaboration, and creative thinking. This approach originated from the open education movement in the 1960s and 1970s and was influenced by society’s demand for free learning and exploration. Open pedagogy not only focuses on the transfer of knowledge, but also emphasizes the interaction and dialogue between learning, teaching, technology, and social justice.
Open Pedagogy (OP) is a teaching strategy that breaks traditional education boundaries by emphasizing learner autonomy, collaboration, and external world interactions. Its main features are:
Student Autonomy and Agency
OP encourages students to choose learning content and methods based on their interests, giving them more control and engagement in their learning process.
Use and Creation of Open Educational Resources (OER)
OP utilizes freely accessible OER materials and promotes the creation and sharing of resources by students and teachers, reducing costs and fostering collaboration.
Facilitating Connections with the External World
OP connects learners with external experts and community members through interactions, projects, and service, enriching learning experiences and applying knowledge to real-world issues.
Open pedagogy (OP) has the potential to be widely used in practical teaching, especially in higher education settings. The following table provides the number of interviewed lecturers who use various OP methods and examples of each method:
Open teaching (OP) has a wide range of potential applications in practical teaching, especially in higher education environments. So, how can OP be applied? Here I refer to the table in other literature:
HTTPS://DOI.ORG/10.1080/02680513.2024.2334237
According to the data in Table 1, the application of open pedagogy (OP) showed a variety of approaches:
Visibility of learning: 11 teachers most often used OP to make learning visible by having students create blogs, tweets, websites, or videos. This approach enhanced student engagement and enabled them to display their work publicly.
Using OER: 7 teachers used open educational resources (OER) in their classes, drawing on freely accessible textbooks and data. This practice helped reduce educational costs and supported resource sharing.
Creating OER: 5 teachers further participated in co-authoring open-access textbooks, while 4 teachers created other OER materials such as quiz banks and study guides. These efforts supported collaborative knowledge construction.
Syllabus control: 6 teachers allowed students to exercise some degree of choice over course policies and assignments. This autonomy promoted a more personalized and responsive learning environment.
Overall, applying OP strategies enhanced student engagement, supported the accessibility of resources, and promoted collaborative learning.
Open pedagogy (OP) is highly consistent with constructivist theory. It supports the core idea of ​​constructivism about learners’ active participation and knowledge construction by encouraging students to choose their learning content and methods. In addition, OP emphasizes the use and creation of open educational resources (OER), which is consistent with the concept of knowledge sharing and collaboration in social constructivist theory. In general, the OP method effectively embodies the key concepts in modern learning theory.
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