Conceptualizing open educational practices through the lens of constructive alignment
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Issue Date
2017
Editor
Authors
Paskevicius, Michael
License
Attribution 4.0 International
Subject
Abstract
The act of instruction may be conceptualized as consisting of four elements: learning outcomes, learning
resources, teaching and learning activities, and assessments and evaluation. For instructors in higher education,
the way they manage the relationships between these elements is what could be considered the core of their
instructional practice. For each of the elements, this paper seeks to identify open educational practices, their
affordances, and evidence of their utility in supporting the work of teachers in shifting from existing teaching
and learning practices to more open educational practices. The literature reviewed and model proposed may
provide educational developers or proponents of open education a lens with which to discuss open educational
practices with faculty specifically related to their teaching and learning design practices.