For Topic 2 – Open Learning – Group 3 based its discussion on the three dimensions of openness introduced by Dalsgaard and Thestrup (Dalsgaard & Thestrup, 2015). The authors distinguish between Transparency, Communication, and Engagement, with Transparency referring to the interaction among students, Communication to the contact with the world outside the classroom, and Engagement to the establishment of “interdependent relationships between educational institutions and external practices” (p. 86). Within this framework, I focused on the effect of learning-by-teaching, i.e., the idea that students enhance their learning progress by passing on the newly acquired content. While learning-by-teaching originally has been studied in the context of peer tutoring practices at universities, I find the idea of students sharing university knowledge with “real-world” practitioners exciting.
The effect of learning-by-teaching has first been described by Cloward (1967), who discovered that the tutors benefited from the lessons even more than the tutees. To isolate the specific effect of teaching on the learning progress, Annis (1983) conducted a study in which she divided a class of colleague students into different groups. While some groups “only” learned the new content, two groups were also prepared to teach the content. Results confirm that students, who were prepared to teach outperformed other students. What is more, students who, actually had the chance to give a lesson, outperformed those who prepared but did not teach (see also Fiorella & Mayer, 2013). Additionally, Ploetzner and colleagues (1999) reported that the effect of learning-by-teaching also depends on the level of interaction between learners and teachers.
Thus, I believe that integrating interactions between students and people from outside of the university, who could profit from the knowledge acquired at the university, might be beneficial for both sides.

References:
Annis, L. F. (1983). The processes and effects of peer tutoring. Human Learning: Journal of Practical Research & Applications, 2(1), 39–47.
Cloward, R. D. (1967). Studies in tutoring. The Journal of Experimental Education, 36, 14–25.
Dalsgaard, C., & Thestrup, K. (2015). Dimensions of Openness: Beyond the Course as an Open Format in Online Education. The International Review of Research in Open and Distributed Learning, 16(6). https://doi.org/10.19173/irrodl.v16i6.2146
Fiorella, L., & Mayer, R. (2013). The relative benefits of learning-by-teaching expectancy. Contemporary Educational Psychology, 38, 281–288.
Ploetzner, R., Dillenbourg, P., Praier, M., & Traum, D. (1999). Learning by explaining to oneself and to others. In P. Dillenbourg
(Ed.), Collaborative learning: Cognitive and computational approaches (pp. 103–121). Oxford: Elsevier.