Open pedagogy has been touted by advocates as a promising expansion of open educational resources because it involves shifting from making resources accessible to impacting the practice of teaching. The allure of the term coupled with its promise to bring greater innovation to pedagogy has led to its widespread use at conferences and publications. However, as the concept has gained increasing levels of popularity, it has also sparked considerable debate as to what it means. For example, how is open pedagogy distinct from other forms of pedagogy such as critical or cultural? What does it mean to practice open pedagogy? Without a clear understanding of its meaning, establishing a solid research foundation on which to make claims about the impact of open pedagogy approaches is difficult. Accordingly, this article argues that the current debate signals the need for the development of robust analytical frameworks in order to construct a cohesive body of research that can be used to advance it as a field of study. To do this, the authors review the literature and identify common characteristics within it. The authors then propose a five-part framework that encourages the long-term sustainability of open pedagogy.

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什么是开放教学法？识别共性

开放教学法被倡导者吹捧为开放教育资源的一种有希望的扩展，因为它涉及从使资源可访问性转变为影响教学实践。该术语的吸引力以及它为教育学带来更大创新的承诺导致其在会议和出版物中的广泛使用。然而，随着这个概念越来越受欢迎，它也引发了关于它的含义的相当大的争论。例如，开放式教学法与其他形式的教学法（如批判性或文化性）有何不同？实践开放式教学法意味着什么？如果没有清楚地理解其含义，就很难建立一个坚实的研究基础来宣称开放教学方法的影响。因此，本文认为，当前的辩论表明需要开发稳健的分析框架，以构建一个有凝聚力的研究体系，可用于将其作为一个研究领域来推进。为此，作者回顾了文献并确定其中的共同特征。然后，作者提出了一个由五部分组成的框架，以鼓励开放教学法的长期可持续性。