Open pedagogy

The concept of open pedagogy can be traced back to at least the 1960s (Derosa & Jhangiani, 2018; Johnston & Stewart, 2020; Morgan, 2016). It seems there might be two histories of the term. One (the older stream) focuses on the holistic practice of openness in the context of education, whilst the more recent stream focuses more narrowly on the creation and use of open educational resources (Curtis, 2017).

A hybrid conceptualisation of open pedagogy is that it describes teaching and learning techniques that draw upon open and participatory technologies and high-quality open educational resources (OER) in order to facilitate collaborative and flexible learning (Wiley, 2013).

Morgan (2016, para. 6) traces the origins of open pedagogy back to Paquette (1979), who describes three sets of foundational values for the practice:
 * autonomy and interdependence
 * freedom and responsibility
 * democracy and participation