OER Design: Support for UTSA Faculty

Open Pedagogy

Access and Equity

Commitment to reducing barriers that prevent equitable access to education, including economic, technical, social, cultural, and political factors. (see Maha Bali and Christina Hendricks)

Community and Connection

Commitment to facilitating connections across the boundaries of learning experiences, classrooms, campuses, countries, communities, and viewpoints. This might include inviting authentic student collaboration with peers, experts, and the public. (see Robin DeRosa and Bronwyn Hegarty)

Agency and Ownership

Commitment to protecting agency and ownership of one's own learning experiences, choices of expression, and degrees of participation. (see Rosen and Smale)

Risk and Responsibility

Commitment to interrogate tools and practices that mediate learning, knowledge building, and sharing and to resist the treatment of open as neutral. (see Jesse Stommel and Audrey Watters)

These are our initial attempts to name the central values of open pedagogy, to which we aspire. As DeRosa and Jhangiani stated, open pedagogy is a site of praxis and a concept defined by ongoing conversation. As you consider open pedagogy, what value and aspirations arise for you?


From: EduCause. (2018). The Values of Open Pedagogy [Blog]. Transforming Higher Ed Blog. https://er.educause.edu/blogs/2018/11/the-values-of-open-pedagogy

OEP, or Open Educational Practices, can be defined as the set of practices that accompany either the use of OERs or, more to our point, the adoption of Open Pedagogy. Here are some simple but profoundly transformative examples of OEPs:

  • Adapt or remix OERs with your students.
  • Build OERs with your students.
  • Teach your students how to edit Wikipedia articles.
  • Facilitate student-created and student-controlled learning environments.
  • Encourage students to apply their expertise to serve their community.
  • Engage students in public chats with authors or experts.
  • Build course policies, outcomes, assignments, rubrics, and schedules of work collaboratively with students.
  • Let students curate course content.
  • Ask critical questions about “open.

From A Guide to Making Open Textbooks with Students by Robin DeRosa, director of interdisciplinary studies at Plymouth State University & Rajiv Jhangiani, University Teaching Fellow in Open Studies at Kwantlen Polytechnic University, licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

These are OER open pedagogy projects from other universities with open publishing programs.