As educators, we are increasingly being encouraged to embrace openness not only in research but also in our teaching. While the initial step of opening up course materials can feel daunting, there are concrete, thoughtful strategies that can ease this transition and allow openness to enhance rather than compromise learning.
One of the first steps is to understand and navigate licensing options, particularly through Creative Commons (CC). Choosing the right license empowers educators to retain some control over how their materials are used, adapted, and redistributed. For instance, a CC BY-NC-SA license allows others to remix and reuse resources as long as they give credit, don’t use the materials commercially, and share adaptations under the same license. Educating ourselves and our students about these licenses encourages a more responsible and respectful open culture—especially important when supervising students who may emulate our approach to intellectual property.
Secondly, addressing concerns about quality is important. While open does not always mean peer-reviewed, many OER repositories—such as MERLOT, OER Commons, or OpenStax—include user ratings, reviews, and editorial oversight. Establishing internal peer-review mechanisms within departments, or simply sharing materials with trusted colleagues for feedback, can significantly boost confidence and quality assurance. This is not just about guarding against mistakes; it’s about embracing teaching as a collaborative, iterative process.
Building a culture of openness within institutions is perhaps the most important—and most challenging—step. Teachers often hesitate to share materials, even with immediate colleagues, out of fear of judgment or loss of ownership. Changing this mindset requires both leadership and peer encouragement. Small initiatives—such as co-developing assignments, hosting informal “open teaching” workshops, or publicly sharing syllabi—can normalize openness and create a sense of shared purpose.
Another key solution lies in actively involving students in the open process. Instead of passively receiving content, students can contribute to it—by co-creating glossaries, improving public-facing content like Wikipedia articles, or developing learning resources for future cohorts. These practices foster deeper engagement, support peer learning, and turn assignments into meaningful contributions to public knowledge.
Moreover, open educational practices support more flexible and inclusive learning environments. Asynchronous and blended models allow students to learn at their own pace—something especially valuable in diverse classrooms or contexts where students face connectivity or scheduling challenges. While this flexibility benefits mature learners most, scaffolding support such as regular check-ins, peer discussions, and clear timelines can help all students adapt.
Lastly, exploring sustainable models for OER development is critical. Openness should not rely solely on individual goodwill. Institutional support—through funding, recognition in teaching evaluations, and integration into strategic goals—ensures that open initiatives are not only feasible but valued. Collaboration across universities, as seen in initiatives like EUNICE (www.eunice.university.eu), also allows resource sharing and recognition of learning across borders, enriching both teaching and learning.
In sum, the path toward openness in education is not without challenges, but the solutions—legal frameworks, peer collaboration, student involvement, flexible pedagogy, and institutional support—offer a powerful foundation. By approaching openness as a shared, evolving practice, we empower both ourselves and our students in meaningful, lasting ways.
