Open Learning Design in Context: Expanding the Continuum

Verena Roberts; Michelle Harrison

doi:10.18357/otessaj.2024.4.3.83

Authors

Verena Roberts Thompson Rivers University https://orcid.org/0000-0003-3336-7805
Michelle Harrison Thompson Rivers University https://orcid.org/0000-0003-0794-9852

DOI:

https://doi.org/10.18357/otessaj.2024.4.3.83

Keywords:

open education, open educational practice, open educational resources, OER, open learning design

Abstract

With the growing interest and focus on open educational practices to support open educational resources, the opportunity for analyzing open learning design has prevailed. In this conceptual design paper, we consider how instructional course design project participants balance the ethical tensions that are encountered through individual open learning beliefs and values, pedagogy, process and products. These underlying tensions influence the design decisions which we hope to describe as a continuum of openness. This paper explores the multi-faceted designs which could afford more open, equitable, accessible and responsive learning environments for all learners.

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211

145

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Publisher: Open/Technology in Education, Society, and Scholarship Association (OTESSA)

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