Guidance on Open Educational Practices during School Closure:Utilizing OER in COVID-19 Pandemic in line with UNESCO OER Recommendation（Ⅱ）

譯题：联合国教科文组织开放教育资源建议书指导下的疫情期间开放教育实践指南（二）

Published by UNESCO IITE， UNESCO INRULED， SLIBNU 联合国教科文组织教育信息技术研究所，联合国教科文组织国际农村教育研究与培训中心，北京师范大学智慧学习研究院

2.Applying open educational Practices

2.1 Open educational practices framework

OEP must be fully understood since， their scope is rapidly evolving， and researchers tend to focus on different OEP perspectives. Therefore， this section aims to draw an OEP framework based on several reported OEP definitions in the literature. In this context， we have conducted a comprehensive review of OEP definitions. Based on these definitions， the five following conditions were identified that should be present during the applications of OEP in education.

OER： Teaching materials used within OEP should be openly licenced， and the resources produced during the course （e.g. reports， presentations， videos） should also be released as OER.

Open teaching： Educators should implement teaching methodologies that can help students to construct their own （self-regulated） learning pathways and to actively contribute to knowledge building， both individually and collaboratively.

Open collaboration： Teachers should build open communities， for instance by using social networks， to help students to work in teams to carry out particular learning tasks （e.g. editing a blog， creating a Wikipedia page） as well as to exchange ideas and discussions related to those specific learning tasks. Other teachers and stakeholders can participate in these discussions as well to further assist learners.

Open assessment： Teachers should allow learners to evaluate one another （peer assessment）. This can emphasize reflective practices and improve learning outcomes.

Enabling technology： Teachers should make use of different technologies and tools to build and support a connected learning community where the OEP can flourish. These technologies and tools include OER authoring tools， OER repositories， social networks， and collaborative editing tools.

Since OEP， as with all teaching activities， are complex and multipronged practices， the conditions above are interrelated. In OEP， students are encouraged to carrying on flexible learning. Specifically， OER–enabling technology–open teaching， open teaching–enabling technology–open collaboration， open collaboration–enabling technology–open assessment and open assessment–enabling technology–OER， these four relations can be formed among the five aforementioned conditions. All these relations are mediated by technology that is conceived as an enabling condition for OEP to be developed， not as the central aspect of the practice.

2.2 Challenges while applying open educational practices

Despite that OEP can enhance the learning outcomes， several challenges can be found as well. Some of these challenges are collected from the above stories during the application of OEP. From the institutional perspective， schools and universities might find it challenging to adapt their pedagogy to OEP framework. Additionally， they do not recognize OEP in promotion and tenure policies. From the teacher perspective， some teachers fear losing control of the teaching process when inviting learners to be active participants by co-creating and contributing to the course activities. Some of them also lack the needed skills to incorporate OEP in their courses. From the student perspective， students are more familiar with traditional learning approaches， hence they might find it difficult to be self-regulated and adapt to an OEP-structured course.

OEP essentially requires practitioners including teachers， learners as well as educators， to be more open， active participatory and innovative.

2.开放教育应用实践

2.1 开放教育实践框架

必须深度理解开放教育实践（OEP），因为它们的应用范围正在迅速扩展，并且研究人员倾向于关注OEP的不同层面。因此，本节旨在根据文献报告中的几种OEP定义来绘制OEP框架。在这种情况下，我们对OEP定义进行了全面综述。根据这些定义，确定了OEP在教育应用过程中应满足的以下五个条件。

开放教育资源（OER）：OEP中使用的教材应该得到公开认证，并且课程中产生的资源（例如报告、演示文稿、视频）也应作为OER发布。

开放式教学：教育者应采用能帮助学生构建自己的（自我调节）学习路径，并为个人和协作的知识建构做出积极贡献的教学方法。

开放式协作：教师应建立开放式社区，例如使用社交网络，帮助学生组成团队来执行特定的学习任务（例如编辑博客、创建维基百科页面），以及交换思想并讨论那些特定的学习任务。其他教师和利益相关者也可以参加这些讨论，从而进一步帮助学习者。

开放式评价：教师应当允许学习者之间互相评价（同伴评价）。这可以强调反思性实践并改善学习成果。

实现技术：教师应利用不同的技术和工具来建立和支持OEP蓬勃发展的互联学习社区。这些技术和工具包括OER创作工具、OER存储库、社交网络和协作编辑工具。

OEP与所有教学活动一样，复杂且需要多管齐下，因此上述条件是相互关联的。在OEP中，鼓励学生进行灵活的学习。具体可在这五个条件之间形成四个关系：开放教育资源—实现技术—开放式教学，开放式教学—实现技术—开放式协作，开放式协作—实现技术—开放式评价，开放式评价—实现技术—开放教育资源。它们都是通过技术来实现的，技术被认为是开发OEP的有利条件，而不是实践的中心方面。

2.2 开放教育实践应用中遇到的挑战

尽管OEP可以提高学习效果，但也面临着一些挑战。有一些挑战是在应用OEP期间从实践案例中收集的。从机构的角度来看，中小学校和大学可能发现将教学法适应OEP框架具有挑战性。此外，晋升机制和任期政策不认可OEP。从教师的角度来看，一些教师担心通过共同创建和参与课程活动，邀请学习者成为积极參与者时，会失去对教学过程的控制。另外，一些教师还缺乏将OEP纳入课程的必要技能。从学生的角度来看，学生对传统的学习方法更加熟悉，因此他们可能会感觉很难自我调节并适应OEP结构的课程。

OEP本质上要求包括教师、学习者和教育工作者在内的从业者更加开放，积极参与和创新。