Open Pedagogy Toolkit: Module 1
Forms of Open Pedagogy
So, what do we mean when we say ‘Open Pedagogy’? What does it look like when enacted in the classroom?
Werth and Williams (20127) identify 4 domains that characterize how OP takes shape: Open learning design, open teaching, open assessment, and OER-enabled pedagogy. While all four are independently important and can be implemented on their own, it is more likely you will see them overlap in the context of assignments and activities. For example, you might adopt an open textbook (OER-enabled pedagogy), work with students to co‑create assessment criteria (Open Assessment), and design an assignment in which students improve or expand the textbook for future learners (Open Learning Design and Open teaching). Real impact often comes from combining these four broad, intersecting domains in ways that fit your teaching style and course goals.
As you move through this module, think about what domains of OP feel most relevant to you, your discipline, your students, and the kinds of learning experiences you want to support. There is no expectation that you adopt everything at once. Small, thoughtful steps toward openness–being access-oriented and learner-driven–can make a difference for students and can open up new possibilities in your own teaching practice.