A Design Case for Open Education Practice
A Framework and Model for Engagement in Open, Online Spaces
DOI:
https://doi.org/10.18357/otessaj.2024.4.3.82Keywords:
design case, open educational practices, open pedagogy, learner-agencyAbstract
This design case study describes the development of the Rethink Learning Design untextbook, an open educational resource designed to challenge traditional textbook structures and embrace open pedagogy. The project, initiated by a team of four educators, aimed to create a digital space that prioritizes interactivity, agency, accessibility, structure, and voice. Dissatisfied with existing platforms’ limitations in fostering non-linear learning and multi-vocality, the team collaborated with a Web developer to design a software tool to meet pedagogical needs. This tool allows for nonlinear organization of content, encourages multiple entry points, and allows for various open licensing options, facilitating a more inclusive and participatory learning experience. The resource features contributions from educators worldwide, organized into chapters that address various aspects of open and critical learning design. A key feature in the tool is the embedded reflective-practice framework, which encourages users to engage critically with the content and consider multiple perspectives. In this paper, we acknowledge ongoing design challenges, such as managing user annotations and feedback, and balancing learner agency with a navigable structure. Despite these challenges, the project offers a valuable model for developing open educational resources that promote critical engagement and challenge traditional pedagogical approaches.
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