Beyond providing alternatives to traditional learning resources, there exists a gap in the literature in understanding how openness is impacting teaching and learning in higher education. This paper explores the ways in which educators describe how open education is impacting their pedagogical designs. Using a phenomenological approach with self-identifying open education practitioners, we explore how open educational practices (OEP) are being actualised in formal higher education in the context of British Columbia (BC), Canada. The findings suggest that OEP represent an emerging form of learning design, which draws from existing models of constructivist and networked pedagogy, while using the affordances of open tools and content to create and share learning in novel ways. Faculty members report finding ways to use open approaches and technologies to support and enable active learning experiences, present and share learners’ work in real-time, support formative feedback, peer review, and, ultimately, promote community-engaged coursework. By designing learning in this way, faculty members offer learners an opportunity to consider and practise developing themselves as public citizens, develop their knowledge and literacies for working appropriately with copyright and controlling access to their online contributions, while presenting options for extending some of those rights to others. Inviting learners to share their work more widely, demonstrates to them that their work has inherent value beyond the course and can be an opportunity for them to engage directly with their community.

中文翻译：

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开放式教育与学习设计：实践中的开放式教学法

除了提供传统学习资源的替代选择之外，在理解开放性如何影响高等教育教学方面存在文献空白。本文探讨了教育者描述开放教育如何影响其教学设计的方式。我们采用现象学方法与自我识别的开放式教育从业者一起，探索在加拿大不列颠哥伦比亚省（BC）的背景下，正规高等教育中如何实现开放式教育实践（OEP）。研究结果表明，OEP代表了学习设计的一种新兴形式，它借鉴了建构主义和网络教学法的现有模型，同时利用开放工具和内容的支持以新颖的方式创建和共享学习。教职员工报告发现了使用开放式方法和技术来支持和实现主动学习体验，实时呈现和共享学习者的工作，支持形成性反馈，同行评审以及最终促进社区参与课程工作的方法。通过以这种方式设计学习方式，教职员工为学习者提供了一个思考和练习自己发展为公众公民的机会，发展了他们的知识和文学知识，以适当地使用版权并控制对其在线贡献的访问，同时提出了扩展其中某些权利的选择给别人。邀请学习者更广泛地分享他们的作品，向他们证明他们的作品在课程之外具有内在价值，并且可以成为他们直接与社区互动的机会。