Responsiveness

Ensure that learners, educators, collaborators, and others feel they have choice and agency when collaborating and interacting with us. Consider when it is important to seek consent, or to support others in doing so (such as by using the University Libraries’ Student Agreement to Publish Course Work Under a Creative Commons License).

How might you make clear that students have choice in determining how, if at all they’d like to work in the open? How might you communicate that they have the liberty to assign a license to their work, and to revise, update, or remove their work at any time?

Conduct our OE/OER/OP work as both teachers and learners who are prepared to seek out knowledge and expertise we don’t possess, adapt, own our missteps and mistakes, and adjust course.

How might you model engaging imperfectly in open (a dynamic, evolving, unfinished landscape) as a learner prepared to seek out knowledge and expertise you don’t possess, adapt, own your missteps and mistakes, and adjust course? How might you help students appreciate that the extent of uncertainty and discomfort they are prepared to embrace may change over time and be different for each person?

 Observe, examine, seek feedback, and purposefully reflect upon how others experience communication, interactions, and collaborations with us in our OE/OER/OP work. 

How might you prompt students’ reflection and critical thinking about working in the open (costs, benefits, challenges, and opportunities)? How might you invite their feedback and perspectives on the ways in which you have supported, or could better support, their informed participation in open?