At any one time, about 300 million children of school going age are not in school. Experience indicates that when schooling is disrupted, whether by a pandemic, a natural disaster or other reasons, not all children return to the classroom. In addition, most countries have growing numbers of young people who have not completed schooling, or not well enough to progress, and who find themselves neither in employment nor in further education and training.

Open schooling can create learning opportunities for those not in school, those who left school and those who are in school but not learning effectively. There is no single model for open schooling provision which might offer a complementary or alternative curriculum, or both. However, all models can benefit from greater use of open educational resources; open, distance and flexible methods and open educational practices. In this way it is possible to address issues of access, quality and affordability in a sustainable way.

This book offers guidelines and examples that will be of use to teachers, managers, policy-makers and education leaders interested to ensure that the education system meets the needs of all children and youths.

This is an interview with Dr. Joy Morris, Professor at the Department for Mathematics and Computer Sciences at the University of Lethbridge on her Open Educational Practices, including the publications of her own textbooks under CC-BY-NC-SA and her open work in the community.

The development and implementation of inclusive and diverse learning experiences is a vital consideration for educators in higher education. Increasingly, learning designers play a significant role in this process. This textbook offers postgraduate students a comprehensive guide to designing learning experiences that are accessible, equitable, and inclusive. It provides advice, principles, and practical strategies to help learning designers create a learning environment that recognises and celebrates diversity while promoting equitable learning outcomes.

With the release of ChatGPT in November 2022, the field of higher education rapidly became aware that generative AI can complete or assist in many of the kinds of tasks traditionally used for assessment. This has come as a shock, on the heels of the shock of the pandemic. How should assessment practices change? Should we teach about generative AI or use it pedagogically? If so, how? Here, we propose that a set of open educational practices, inspired by both the Open Educational Resources (OER) movement and digital collaboration practices popularized in the pandemic, can help educators cope and perhaps thrive in an era of rapidly evolving AI. These practices include turning toward online communities that cross institutional and disciplinary boundaries. Social media, listservs, groups, and public annotation can be spaces for educators to share early, rough ideas and practices and reflect on these as we explore emergent responses to AI. These communities can facilitate crowdsourced curation of articles and learning materials. Licensing such resources for reuse and adaptation allows us to build on what others have done and update resources. Collaborating with students allows emergent, student-centered, and student-guided approaches as we learn together about AI and contribute to societal discussions about its future. We suggest approaching all these modes of response to AI as provisional and subject to reflection and revision with respect to core values and educational philosophies. In this way, we can be quicker and more agile even as the technology continues to change.

We give examples of these practices from the Spring of 2023 and call for recognition of their value and for material support for them going forward. These open practices can help us collaborate across institutions, countries, and established power dynamics to enable a richer, more justly distributed emerging response to AI.

Intellectual Gems- Cross-fertilization of Experiences and Exposures is a valuable resource for individuals who embrace the idea of knowledge sharing through Open Educational Practices (OEP).The goal is to raise awareness about the limitless dissemination of experiences and exposures through the culture of open sharing. It encourages a mindset where learning takes precedence over financial considerations, fueled by passion and a vision for a more inclusive education system.

Progress of every profession, academic discipline and society at large rides on the back of research and development. Research generates new information and knowledge. It is a standardized process of identifying problem, collecting data or evidence, tabulating data and its analysis, drawing inference and establishing new facts in the form of information. Information has its life cycle: conception, generation, communication, evaluation and validation, use, impact and lastly a fuel for new ideas. Research results are published in journals, conference proceedings, monographs, dissertations, reports, and now the web provides many a new forum for its communication. Since their origin in the 17th century, the journals have remained very popular and important channels for dissemination of new ideas and research. Journals have become inseparable organ of scholarship and research communication, and are a huge and wide industry. Their proliferation (with high mortality rate), high cost of production, cumbersome distribution, waiting time for authors to get published, and then more time in getting listed in indexing services, increasing subscription rates, and lastly archiving of back volumes have led to a serious problem known as "Serials Crisis". The ICT, especially the internet and the WWW, descended from the cyber space to solve all these problems over night in the new avatar of e-journals. Their inherent features and versatility have made them immensely popular. Then in the beginning of the 21st century emerged the Open Access (OA) movement with the Budapest Open Access Initiative (BOAI). Philosophy of open access is to provide free of charge and unhindered access to research and its publications without copyright restrictions. The movement got support from great scientists, educationists, publishers, research institutions, professional associations and library organizations. The other OA declarations at Berlin and Bethesda put it on strong footings. Its philosophy is: research funded by tax payers should be available free of charge to tax payers. Research being a public good should be available to all irrespective of their paying capacity. The OA has many forms of access and usage varying from total freedom from paying any charges, full permission to copy, download, print, distribute, archive, translate and even change format to its usage with varying restrictions.
In the beginning, OA publications were doubted for their authenticity and quality: established authors and researchers shied away both from contributing to and citing from OA literature. But Committee on Publication Ethics (COPE, 1997) and its code of conduct formulated in collaboration with DOAJ and OASPA, etc. have stemmed the rot. They have defined best practices and compiled principles of transparency for quality control to sift the grain from the chaff; to keep the fraudulent at bay. Now it is accepted that contributors to OA get increased visibility, global presence, increased accessibility, increased collaboration, increased impact both in citations and applications, and lastly instant feedback, comments and critical reflections. This movement has got roots due to its systematic advocacy campaign. Since 2008 every year 21-27 October is celebrated as the OA week throughout the world. There are many organizations which advocate OA through social media and provide guidance for others.
Open Access research literature has not only made new ideas easy and quick to disseminate, but the impact of research can be quantitatively gauged by various bibliometric, scientometric and webometric methods such as h-index, i-10 index, etc. to measure the scientific productivity, its flow, speed and lastly its concrete influence on individuals, and on the progress of a discipline. The OA movement is gaining momentum every day, thanks to technology, organizational efforts for quality control and its measureable impact on productivity and further research. It needs to be strengthened with participation of every researcher, scientist, educationist and librarian. This module covers five units, covering these issues. At the end of this module, you are expected to be able to:
- Define scholarly communication and open access, and promote and differentiate between the various forms of Open Access;
- Explain issues related to rights management, incl. copyright, copy-left, authors’ rights and related intellectual property rights;
- Demonstrate the impact of Open Access within a scholarly communication environment.
This is Module One of the UNESCO's Open Access Curriculum for Library Schools.
Full-Text is available at http://unesdoc.unesco.org/images/0023/002319/231920E.pdf.

OER-Enabled Pedagogy is the set of teaching and learning practices only practical in the context of the 5R permissions characteristic of open educational resources. Some people – but not all – use the terms “open pedagogy” or “open educational practices” synonymously.

The purpose of this page is to provide a list of concrete examples of how OER-enabled pedagogy is implemented in the real world. We’ve kept our descriptions brief and, where possible, linked directly to the artifacts students have created or to articles that provide more information on what they did.

This fun "fortune teller" is intended to support Open Pedagogy trainings or groups activities. Colors are spelled out along the outside edge to facilitate easier use for those without access to a color printer.

The fortune teller was based on a template found at www.downloadablecootiecatchers.wordpress.com, and was inspired by the excellent OKP Learning Experience Bingo board by Nate Angell: http://xolotl.org/okp-learning-experience-bingo-2-0/

Activity instructions:
1. Select one ingredient from the OKP Learning Experience Bingo board (People, Places, Materials, etc).
2. Select a color and alternate opening one end of the device or another while spelling out the color.
3. Look at the choices of numbers that appear within the device and select one, spelling it out as you did the color.
4. From the available numbers on the open end of your fortune teller, select one and open its compartment to see which Dimension of Openness you have been assigned.
5. Brainstorm an activity or experience that exemplifies that Dimension and relates to your chosen Ingredient from the bingo board.

We identified open pedagogy projects from various resources (ex. Listservs, books, websites, etc.). Reading through the open pedagogy project, we focused on learning outcomes the students had to accomplish that were not related to the subject matter of the project, but rather the communication and soft skills that often go unnoticed. We used these resources to build these learning outcomes. Additionally, we leaned on the vocabulary from Bloom’s taxonomy and the SMART framework for actionable outcomes.

On this site, you will find an entry for each open pedagogy project that includes a title, a short description, a link, and the learning outcomes we assigned to it. We also created a common list of learning outcomes that are hyperlinked to each project entry, so that this resource is browsable for various skills and competencies.

We invite professionals to contribute to this growing resource. Anyone can submit a resource by emailing us a completed template and we will add it and hyperlink to the list of learning outcomes on the site.

This website is designed to serve as a resource for educators interested in learning more about Open Pedagogy. The website includes examples of open pedagogy practices, which include both classroom-tested practices and budding ideas.

The tenth episode of "The Other Fifty Weeks: An Open Education Podcast", discussing open data with Sander van der Waal.

The eleventh episode of "The Other Fifty Weeks: An Open Education Podcast", discussing the recognition of prior learning and open education with Marc Singer.

The twelfth episode of "The Other Fifty Weeks: An Open Education Podcast", discussing the potential for student collaboration on OER initiatives, with James Glapa-Grossklag, and Natalie Miller.

The second episode of 'The Other Fifty Weeks: An Open Education Podcast', featuring Dr Wayne MacIntosh of the Open Educational Resources Foundation.

The third episode of 'The Other Fifty Weeks: An Open Education Podcast', interviewing Johanna Funk about openness and Traditional Knowledges.

The fourth episode of "The Other Fifty Weeks: An Open Education Podcast", discussing recent recent in New Zeland concerning textbook access and affordability.

The fifth episode of "The Other Fifty Weeks: An Open Education Podcast", featuring Paul Stacey, and discussing the notion of The Commons.

The sixth episode of 'The Other Fifty Weeks: An Open Education Podcast", discussing initiatives at the University of Hawai'i Manoa with Billy Meinke.

The seventh episode of "The Other Fifty Weeks: An Open Education Podcast", discussing faculty engagement with OEP, and open assessment practices with Rajiv Jhangiani.

The eighth episode of "The Other Fifty Weeks: An Open Education Podcast", discussing strategic thinking with David Porter.