While an official definition for open educational practices is still emerging, from a learning design perspective these may be considered teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, the selection of teaching resources, and the planning of activities and assessment. (Paskevicius, 2017). Open educational practices are teaching and learning designs that take advantages of the affordances of open educational resources, challenge students to learn more openly, engage our communities, and make our professional practice more accessible. A number of scholars have advocated for open practices: in supporting student success through increased access to educational resources (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); to support faculty engagement with educational developers in the co-creation of reusable and adaptable courseware (Conole & Weller, 2008; DeVries &Harrison, 2016); through the experimentation and reflection of the practice of teaching in the open (Veletsianos, 2013; Cronin, 2017); and in fostering learning communities across institutions (Petrides, Jimes, Middleton-Detzner, Walling, & Weiss, 2011). This session will focus on the stakeholder role of the educational developer, whose consultative work may support more open practices to address institutional goals, missions, and objectives. Educational developers are well positioned to support change by infusing professional development with open practices at the departmental, program, and course level. Open educational practices may be situated as a lens to support these change initiatives and provide new conceptualisations of teaching and learning (Bossu, & Fountain, 2015). In this research presentation I'll present the findings from a literature review of open educational practices in the context of learning design and engage participants in thinking about how to integrate “open" into learning outcomes, teaching resources, pedagogy, and assessment.

1. Open educational practices and learning design:
The role of educational developers in supporting
open education
Michael Paskevicius
Ph.D. Candidate

2. Goals for the session
• Consider the educational developers role of
change agent in advancing openness in education
• Collect a set of strategies for supporting open
educational practices in the development of
learning outcomes, teaching strategies,
educational materials, and assessment

3. What comes to mind when you think
of open education?

5. Retain
• Make and maintain copies
Reuse
• Use in a wide range of ways
Revise
• Adapt, modify, and improve
Remix
• Combine with other resources and ideas
Redistribute
• Share with others
(Wiley, 2018)

6. “open education is not limited to just
open educational resources. It also
draws upon open technologies that
facilitate collaborative, flexible
learning and the open sharing of
teaching practices that empower
educators to benefit from the best
ideas of their colleagues. It may also
grow to include new approaches to
assessment, accreditation and
collaborative learning”
The Cape Town Open Education Declaration, 2007

7. How can educational
developers support
open educational
practices?

8. Teaching &
Learning Activities
Teaching &
Learning Resources
Learning Outcomes
Assessment &
Evaluation
Adapted from Biggs & Tang, 2011

9. Teaching &
Learning Activities
Teaching &
Learning Resources
Learning Outcomes
Assessment &
Evaluation
Accessible, clear,
transparent, expansive,
and student-centred
learning outcomes
Accessible, adaptable,
shared, and collaborative
resources
Student engaged as producer,
collaborator, and digitally
literate contributor to OEP
Exposed, collaborative, and
collectively improved teaching
and learning activities
Paskevicius, M. (2017). Conceptualizing Open Educational Practices through the Lens of
Constructive Alignment. Open Praxis, 9(2), 125. https://doi.org/10.5944/openpraxis.9.2.519

10. • Assessment design consultations
• Course/assignment redesign programs
• Communities of practice
• Peer observations
• Teaching circles
• Awareness raising
for OER
• Encouraging faculty
contributions
• Consultations
• Syllabi review
• Curriculum mapping

11. Could there be an emergent role of
“open” educational developer?

12. https://wordpress.viu.ca/enhancingpersonalizedlearning
#nondisposableviu

13. Open Case Studies http://bit.ly/OpenCaseStudies
Peer review and collaborative writing
“raises the bar for them. If they’re
writing just for me, and I don’t take
this personally, they don’t put in
sometimes quite as much effort as if
their peers are going to read what
they wrote. So it raises for some of
them their level of engagement and
motivation.
I created a non-disposable visual
portfolio for students to document and
follow their progress as well as observe
and contribute feedback to their peers.
The goal was also to complete the
course with a set of assignments that
showcases their learning and
outcomes in an accessible and visually
appealing manner.
Surprisingly user engagement
was quite active with parents,
friends, and people from other
countries commenting on posts
and starting interesting
discussions. I think the students
found that really rewarding that
it went beyond the needs of
meeting a course requirement.

14. What strategies are you using to support open
education at your institution?
http://bit.ly/EdDevOpen

15. Prepared by: Michael Paskevicius
Learning Technologies Application Developer
Centre for Innovation and Excellence in Learning
michael.paskevicus@viu.ca
Follow me: http://twitter.com/mpaskevi
Portfolio: http://michaelpaskevicius.com/
Presentations: http://www.slideshare.net/mpaskevi
This work is licensed under the Creative Commons Attribution 4.0
International License. To view a copy of this license, visit
http://creativecommons.org/licenses/by/4.0
Please feel free to provide feedback on the session at:
http://bit.ly/EdDevOpen

16. References
Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4 edition). Maidenhead: Open University Press.
The Cape Town Open Education Declaration (2007). Retrieved from http://www.capetowndeclaration.org/read-the-declaration
Chism, N. V. N. (1998). The Role of Educational Developers in Institutional Change: From the Basement Office to the Front
Office. To Improve the Academy, 17(1), 141–153.
Hood, N., & Littlejohn, A. (2017). Knowledge Typologies for Professional Learning: Educators’ (re)generation of Knowledge
When Learning Open Educational Practice. Educational Technology Research and Development, 1–22.
https://doi.org/10.1007/s11423-017-9536-z
Iiyoshi, T., & Kumar, M. S. V. (Eds.). (2008). Opening up Education: The Collective Advancement of Education Through Open
Technology, Open Content, and Open Knowledge. Cambridge, Mass: MIT Press.
Inamorato dos Santos, A., Punie, Y., Castaño-Muñoz, J. (2016) Opening up Education: A Support Framework for Higher
Education Institutions. JRC Science for Policy Report, EUR 27938 EN; doi:10.2791/293408
Paskevicius, M. (2017). Conceptualizing Open Educational Practices through the Lens of Constructive Alignment. Open Praxis, 9(2),
125. https://doi.org/10.5944/openpraxis.9.2.519
Wiley, D. (2018). Defining the ‘Open’ in Open Content and Open Educational Resources. Retrieved 16 February 2018, from
http://opencontent.org/definition/