David Wiley

This article surveys competing definitions of “open pedagogy” and proposes the term “OER‑enabled pedagogy,” defined as teaching and learning practices that are only possible or practical within the 5R permissions characteristic of OER. The authors introduce criteria to evaluate whether specific approaches qualify as OER‑enabled pedagogy and analyze several examples using these criteria.

The RISE (Resource Inspection, Selection, and Enhancement) Framework is an automated approach to flagging course resources that warrant review. By plotting resource use against assessment performance and analyzing quadrants, the framework helps identify OER likely to benefit from improvement, enabling a systematic continuous‑improvement process.

Reporting on Tidewater Community College’s Z‑Degree—an associate degree pathway using only OER—the authors introduce the INTRO model (INcreased Tuition Revenue through OER). Reduced drops in OER courses help retain tuition revenue, providing a renewable source to fund ongoing OER adoption services.

Open licenses permit revising and remixing, but actual reuse rates are often unclear. Analyzing Flat World Knowledge textbooks, the study finds revision and remix levels similar to other OER collections and discusses implications for OER practice and research.

This article synthesizes trends placing “open” at the center of higher education’s near‑term future and discusses what realizing the potential of open content will mean for institutions, educators, and learners.

This article examines how Christian higher education institutions can adopt and create OER to improve pedagogy and increase access. It outlines opportunities and cautions, suggesting strategies for aligning openness with institutional missions.

As reproduction costs for digital materials approach zero, universities can share course content at little or no cost, expanding access worldwide. The paper argues that OpenCourseWare and OER can transform distance education from a classroom alternative to a mechanism for social transformation by enabling universal access to high‑quality resources.

Wiley traces how open source principles have influenced academia, arguing that expanding openness—from software to course content and research—supports transparency, collaboration, and innovation in higher education.

Weblogs lower technical barriers to web publishing and can support teaching and scholarly communication. The article outlines how blogs function, summarizes early evidence of their educational value, and offers practical ideas for integrating blogs into instruction and academic work.

The paper introduces online self‑organizing social systems (OSOSS) as a decentralized structure through which large numbers of individuals can self‑organize to solve problems and pursue learning goals. It contrasts OSOSS with automated learning‑object assembly and discusses scalability, motivation, and implications for online learning.