Open Practice for Inclusive and Accessible Teaching

CSU is offering new academic staff members the opportunity to undertake a module on Open Educational Practice as part of the Graduate Certificate in Learning and Teaching in Higher Education (GCLTHE) course.  This is now available to academics enrolled in 201930 session.

As part of subject EEL521 Scholarly Learning and Teaching, participants are asked to choose modules to meet their personal and professional development needs.  One option for them is the newly developed Open Education Practice module, which has been designed to give participants an introduction to the concept of Open Education Resources (OER), and asks them to engage in Open Educational Practice (OEP) by developing and publishing a blog.  In this module, participants are encouraged to reflect on the role of openness in their own practice, and how open education initiatives can contribute to the strategic goals of a university.

The notions of widening participation in education, reducing costs to students and education institutions, and improving the quality of education are deeply embedded in open culture, but how does that fit in with the current education business model?  How does an open ideology fit into the existing culture of a university, and established practices involved in sharing learning and teaching resources?  The Open Movement, in particular, challenges individuals and groups to change their existing practice, and this module supports participants wanting to engage in this space to explore challenges faced by open practitioners and how these may be overcome.

This module consists of four topics:

Topic 1 is an Introduction to OER and OEP.  This will topic explores how practitioners can create, curate, use, and share resources to open educational opportunities to students anywhere.  Exploring the underpinning concepts of openness, this topic 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.  


Topic 2 explores Digital Scholarship and Open Pedagogies.  This topic examines Martin Weller’s ideas about digital scholarship and the transformational practice that occurs when this intersects with open practice and technology.  In his book, The Digital Scholar, Weller (2011) encourages academics to embrace the possibility for new forms of scholarly practice prompted by the adoption of technology. 

Topic 3 leads academics through the development process that is Designing for Open Learning.  Whether a subject is designed with the idea that resources will be copied, curated, and available for re-use, or just ensuring that students have access to resources that are accessible and free to download, these are considerations that need happen prior to development.  Open practice exists on a continuum, and this topic provides academics with the support they need to take that first step.

Topic 4 explores Open Courseware and Content that is available for academics when designing or revising their own subjectsIt helps academics identify sources of open courseware and content for their disciplines, understand copyright and/or licensing that might be associated with the content, and how they can contribute to scholarship in their discipline by creating and sharing their own content with others.

Becoming an open practitioner very often requires a change in mindset.  With recent paradigm shifts in education embracing online learning and open education, and the use of networked technologies for collaborative learning, there is a need for academics to become more flexible in their approach to learning and teaching.  This module has been designed to support academics to meet the needs of a changing 21st Century student who is rapidly adopting this new model of education delivery.


Module Intro video




Photo used for header by Pierre Châtel-Innocenti on Unsplash

Weller, M. (2011). The Digital Scholar: How Technology Is Transforming Scholarly Practice. London: Bloomsbury Academic.

Contributed by:

Kellie Smyth, Academic – Professional Learning Lead, Learning Academy, Division of Learning and Teaching, Charles Sturt University

One thought on “Open Practice for Inclusive and Accessible Teaching

Leave a Reply