Open Pedagogy

This toolkit is intended as a guide for students who are engaging in open pedagogy. The toolkit defines open pedagogy, the benefits of open pedagogy, and the rights and responsibilities that come with being a student creator. Instructors may wish to use this toolkit as a resource to scaffold conversations about open pedagogy with their students and to appropriately prepare them for working in the open. [Version 1.2 updated February 16, 2024]

The term “open” has been heavily used in the past decade or more and can come with multiple interpretations: open access, open source, open textbook, open pedagogy … In general, “open” within these contexts implies unlimited, free, public access with the ability to manipulate and transform the educational content.Within the educational realm, we see even greater nuances of “open” in terms of how the access to and adapted creation work together. Our book aims to shed light on multiple definitions and how they are applied in a variety of learning experiences.Chapters provide case studies of library-teaching faculty collaborations that explore the intersecting roles and desired outcomes that each partner contributes toward student learning in an open environment.

This collection of resources is written as a guide to support marginalized communities – including women, people of color, LGBTQI communities, indigenous peoples and others from the global South – in sharing their knowledge online. We hope to inspire the next generation of knowledge-makers to join in this work within their own communities. Whether you’re a member of a marginalized community, or an ally, these resources are here to assist you in centering knowledge from the margins.

A handbook for faculty interested in practicing open pedagogy by involving students in the making of open textbooks, ancillary materials, or other Open Educational Resources. This is a first edition, compiled by Rebus Community, and we welcome feedback and ideas to expand the text.

This is an anthology of public domain texts from earlier American literature, collected by students, faculty, and alumnae of Plymouth State University as an OER alternative to expensive commercial anthologies. The project is now developing through the Rebus Community, under the direction of managing editor Timothy Robbins, so users are encouraged to visit Rebus online to find additional information about and subsequent iterations of this book:

This book was written by undergraduate students at The Ohio State University (OSU) who were enrolled in the class Introduction to Environmental Science. The chapters describe some of Earth’s major environmental challenges and discuss ways that humans are using cutting-edge science and engineering to provide sustainable solutions to these problems. Topics are as diverse as the students, who represent virtually every department, school and college at OSU. The environmental issue that is described in each article is particularly important to the author, who hopes that their story will serve as inspiration to protect Earth for all life.

This openly licensed text, created with students, approaches contemporary families from an equity lens. It asks two questions relevant to the Difference, Power, and Discrimination outcomes at Linn-Benton Community College and Oregon State University: "What do families need?" and "How do society and institutions support or get in the way of families getting what they need?"

This is a collection of primary sources on Roman games and spectacles in their various forms, created for a second-year undergraduate class on spectacles in Greece and Rome at the University of British Columbia. This book is intended for use in upper-level academic studies.

"This zine is the collective efforts of the students in my spring 2019 class 'Rad Womxn in the Global South' (AKA 'Badass Womxn in the Global South') at the University of Washington Bothell (UWB). Every student in the class found a badass womxn, femme, or enbie (non-binary person) from the Pacific Northwest to research and had to write a very short essay capturing her/their life"--Preface