I am working in civil engineering education and research and within this field in a small area concerning highway engineering. That means road, street, materials. etc. I am highlighting this as my field of expertise is almost a niche with all the consequences associated with it, also in teaching and learning. As a teacher (and before as a student), I have had no access to conventional educational sources, such as books with current content that is actual for at least one or two years. Teaching and learning material get outdated extremely quickly, discouraging experts from writing and publishing books. Therefore, as a “highway community”, we are somewhat forced toward open practices. In principle, this should make things easy. Not at all. Instructors have to spend a tremendous amount of time and effort creating and updating teaching materials that they prefer not to share. The reasons are many, and to mention a couple: the energy they devoted and the risk of offering potentially erroneous information. More common is sharing guest lectures: I teach once or twice in a class of my colleagues, and they do the same in my course. That has some benefits, as students are exposed to a diverse and more international perspective than a local or national tailored knowledge.

Challenges are many; however, technology can help in different ways. Why there are not widespread openly licensed resources, some departments of transpiration in the U.S. (including the federal DOT) and the Asphalt Institute created resources on different topics in highway engineering that can be used as long as the purpose is associated with education. The material consists of lecture notes, slides, exercises/homework, and a handy and regularly updated website that I recommend as a reference in my classes. Video conferencing is also a valuable tool. It allows presentations and lectures from instructors and professors from different locations and video recording. In addition, IT support and devices help break barriers by providing access to education that would not be otherwise possible. This matter is connected to the students’ and teachers’ population and social diversity. It allows addressing circumstancing when face-to-face instruction is not temporarily possible. Examples include the pandemic restriction and working students that can attend remotely or asynchronous sessions; technology can promote equity in the access to education.

Open learning is not necessarily free from drawbacks. Teaching and learning materials are not always accessible, and technology cannot always replace face-to-face practices. The latter is especially true in hybrid and hi-flex modes. I can confirm this limitation based on my recent teaching experience. In this sense, the video presentation from PBL group 5 addresses such a critical point. Nevertheless, a balanced compromise in the selected action, strategies, and resources could provide the best of both worlds. Open courses and MOOCs, such as ONL221, which I am currently attending, can support teachers and students unfamiliar with this educational approach and open environment. Reconnecting to what I mentioned in my first blog, BP1, I have the feeling that I am learning by doing. I can see my progress also in the present blog post that I am writing right now; it is flowing much easier and more relaxed.