Caring about and noticing an unmet need from the perspective of the one(s) in need.
Empathy
Practitioner enactment
Design educational experiences for educators with empathy for educators’ varied familiarity with OE/OER/OP.
Educator reflection
How might you gather and elicit students experiences, hesitancy, understandings of working in the open? How might you actively listen and make visible attentive enactments of your listening?
Respect
Practitioner enactment
Approach learners with respect for the lived experiences, prior learning, and wisdom they bring to developing perspectives on OER.
Educator reflection
How might you invite students’ input and learning goals to reshape or mold the planned learning experience? How might you adjust your plan to match their learning goals, constraints, and abilities?
Inclusivity
Practitioner enactment
Connect educators with campus colleagues to consult on the development of accessible OER.
Educator reflection
How might you invite students to consider the risks, dangers, and unforeseen consequences of working in the open? How might you acknowledge that risks are not uniformly experienced (there may be higher costs to marginalized communities, for example)?
