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Openness in pedagogy refers to the use of technologies to make the range of teaching and learning practices more transparent, sharable and visible. (OpenEdu Framework, 2016)

Opening up pedagogical practices is about developing the design for learning so that it widens participation and collaboration between all involved. Pedagogical approaches with an emphasis on the learner are very suitable to open education. The goal is to open up the range of pedagogical practices via ICTs in order to enhance the effectiveness of the learning design and increase students’ involvement and collaboration. It is also about making pedagogical practices visible, transparent and accessible, by making available the rationale for the learning design, the assessments and learning outcomes, and also enabling learners to design their own learning path with a wide choice of learning resources.

There are 5 components to opening up pedagogy:

Supported open learning

Learners take the initiative and the responsibility for their learning processes but they are supported by a mix of media, resources and practices. Learners decide what topic to study, select the learning resources and means, and manage their learning time. They also assess their own learning outcomes, at times counting on other peers or on full assessment by the institution. This type of learning can be pursued at any time, in any place and at any age, but requires commitment, self-discipline and goal-setting. The institution can provide support to open learners to follow their studies independently, such as advice on learning pathway, tutorials, call in phone line and online support, career and accreditation advice, online communities of practice and any other type of suitable support for open learning.

Personalised teaching

Due to the increasing availability of learning technologies, a more personalized approach to teaching and learning can be taken. The use of learning analytics for example, to detect learners' online patterns of behaviour and preferences, and also personalised learning resources, can be pursued.

Collaborative and networked learning

Digital communication and collaboration tools make it easier for learners and lecturers to collaborate. In addition, these tools, especially when they take advantage of a social network, facilitate the connection among individuals interested in the same topic. Thus they support learning in communities and networks that go beyond the institution.The nature of open education allows it to be used for implementing collaborative learning. Examples are team projects which involve searching, remixing and modifying OER.

Use of authentic resources

OER, collectively-produced learning materials, and real practitioner/learner networks, are useful resources which can make learning activities more meaningful and authentic. Technology can also enable immersive learning via simulations and virtual laboratories

Sharing educational resources and pedagogical practices

Open education calls for the use, sharing and adaptation of free-of-charge digital materials, OER and learning design rationales. It also enables educators to share their teaching practices, get advice and learn from colleagues in order to improve their own practices.

Source: OpenEdu Framework (2016)