The topic of “openness” in education is everywhere today. We often discuss about open access, open content, open educational resources (OER) and open pedagogy. But what does it really mean when we mention something is “open”? And who gets to decide?
This blog explores the ides of open pedagogy being more than just a method of delivering open education resources. Based on the readings and articles by Suzan Koseoglu, David Wiley, Catherine Cronin and a paper from the Commonwealth of Learning, I argue that open pedagogy should be understood not only as a technical model but as a political and philosophical commitment to learner agency, equity and social justice.
Two Views of Open Pedagogy
Open Pedagogy is described as the set of teaching and learning practices that are only possible or practical through the use of OER. According to Wiley’s 5R framework, openness is defined by the permissions to Retain, Reuse, Revise , Remix, and Redistribute content (Wiley, 2014). In his writing, heĀ proposes a fifth “R” – Retain which emphasizes ownership as a central to meaningful learning.
However Suzan Koseoglu has a broader and more critical vision. She frames open pedagogy as a philosophy centered on sharing transformation and social justice. She challenges the notion that OER use is a prerequisite for being open and instead draws attention to relationships, student voice and participatory learning.
Similarly, Catherine Cronin reveals that many educators practice openness not by using licensed content but by fostering learner agency, supporting digital identity development and inviting students into authentic public learning spaces.
Openness is Not Just a License
This distinction between method and ethos is crucial. As Koseoglu states, ”
The discussion on 5Rs to me is imply an issue of method, not methodology.āĀ This means OER is one way to do open pedagogy but it is not the only way to do it.
For example, open courses offered at the Virginia Commonwealth University or students sharing projects online without Creative Commons licenses. These practices don’t align with Wiley’s 5R definition but they embody openness via transparency, collaboration and community participation.
This perspective is supported in the Commonwealth of Learningās overview of Open and Distance Learning (ODL), as it decribes that learner-centered education, flexible learningĀ and distributed systems are essential to democratizing access.
The Ethics of Access and Ownership
Wiley raises another concern: a lot of the institutions are moving towards subscription models for digital content to effectively lease access to students. This “access” can reduce costs temporarily however it removes long-term ownership from learners. Students can loose access to their textbooks at the end of the term and this limits their ability to review or repurpose what they have paid for.
It raises an ethical and pedagogical concern as students should have control over the materials they engage with and as Wiley suggests, by retaining content is not only practical, it also empowering.
Why Openness Matters More than Ever
Openness is not just about removing paywalls or enabling downloads. It is about re-imagining connections amongst teachers and learners. As Cronin’s states, educators who embrace open practice often do so regardless of institutional barriers, navigating complex questions of privacy, control and identity. Open pedagogy should be about choosing openness as “an act of hope”, a way to confront inequality and co-create knowledge with students.
Additional Resources:
Podcast: Open Education and Social Justice – Teaching in Higher Ed
References:
https://oasis.col.org/server/api/core/bitstreams/1ecdad0e-8c13-4960-900d-8d474a6ea2e6/content
An Introduction to Open and Distance Learning. The Commonwealth of Learning. http://oasis.col.org/bitstream/handle/11599/138/ODLIntro.pdf?sequence=1&isAllowed=y
