Openness is an overarching concept or philosophy that is characterized by an emphasis on transparency and collaboration.[1][2] That is, openness refers to "accessibility of knowledge, technology and other resources; the transparency of action; the permeability of organisational structures; and the inclusiveness of participation".[2] Openness can be said to be the opposite of closedness,[2] central authority and secrecy.[1]
Openness has been attributed to a wide array of approaches in very different contexts as outlined below. While there is no universally accepted definition of the overarching concept of openness, a 2017 comprehensive review concludes that:
Open terminology can refer to a higher-order concept (e.g. the ‘‘philosophy of openness’’); the nature of resources (e.g. ‘‘open data’’); the nature of processes (e.g. ‘‘open innovation’’); or the effects on specific domains (e.g. ‘‘open education’’) [...] The principles typically used to characterize this higher-order concept are: access to information and other resources; participation in an inclusive and often collaborative manner; transparency of resources and actions; and democracy or ‘‘democratization’’ such as the breaking up of exclusionary structures.[2]
Open government is the governing doctrine which holds that citizens have the right to access the documents and proceedings of the government to allow for effective public oversight.[3]
Openness in government applies the idea of freedom of information to information held by authorities and holds that citizens should have the right to see the operations and activities of government at work.[4] Since reliable information is requisite for accountability, freedom of access to information about the government supports government accountability and helps protect other necessary rights.[4]
Open education refers to institutional practices and programmatic initiatives that broaden access to the learning and training traditionally offered through formal education systems. By eliminating barriers to entry, open education aids freedom of information by increasing accessibility.
Open Education advocates state people from all social classes worldwide have open access to high-quality education and resources. They help eliminate obstacles like high costs, outmoded materials, and legal instruments. These barriers impede collaboration among stakeholders. Cooperation is crucial to open education.[9] The Open Education Consortium claims “Sharing is a fundamental attribute of education. Education means the sharing of knowledge, insights, and information with everybody. It is the foundation of new wisdom, ideas, talents, and understanding”.[10] Open Educational Resources refer to learning materials that educators can improve and modify with permission from their publishers or authors. Creators of OERs are allowed to include a variety of items such as lesson plans, presentation slides, lecture videos, podcasts, worksheets, maps, and images.[11]
There are legitimate tools like the Creative Commons’ licenses that students can access and use at liberty. They are allowed to translate and amend these materials.[12] Public school teachers in the USA can share resources they developed as compliance for government-authorized standards in education. One of these is called the Common Core State Standards.[13] Some teachers and school officials have recommended that OERs can help reduce expenses in production and distribution of course materials for primary and secondary institutions. Some teachers and school officials have recommended that OERs can help reduce expenses in production and distribution of course materials for primary and secondary institutions. Certain projects like the OER Commons as storage for open educational resources.[14]
Open science refers to the practice of allowing peer-reviewed research articles to be available online free of charge and free of most copyright and licensing restrictions.[15] Benefits of this approach include: accelerated discovery and progress as researchers are free to use and build on the findings of others,[16] giving back to the public as much research is paid for with public funds,[17] and greater impact for one's work due to open access articles being accessible to a bigger audience.[18]
Open business structures make contributors and non-contributors visible so that business benefits are distributed accordingly. They seek to increase personal engagement and positive outcomes by rewarding contributors in an open way.
See also
Look up openness in Wiktionary, the free dictionary.
Radical transparency is a phrase used across fields of governance, politics, software design and business to describe actions and approaches that radically increase the openness of organizational process and data. Its usage was originally understood as an approach or act that uses abundant networked information to access previously confidential organizational process or outcome data.
Open educational resources (OER) are teaching, learning, and research materials intentionally created and licensed to be free for the end user to own, share, and in most cases, modify. The term "OER" describes publicly accessible materials and resources for any user to use, re-mix, improve, and redistribute under some licenses. These are designed to reduce accessibility barriers by implementing best practices in teaching and to be adapted for local unique contexts.
OpenStax CNX, formerly called Connexions, is a global repository of educational content provided by volunteers. The open source platform is provided and maintained by OpenStax, which is based at Rice University. The collection is available free of charge, can be remixed and edited, and is available for download in various digital formats.
Open data is data that is openly accessible, exploitable, editable and shared by anyone for any purpose. Open data is licensed under an open license.
An open-source curriculum (OSC) is an online instructional resource that can be freely used, distributed and modified. OSC is based on the open-source practice of creating products or software that opens up access to source materials or codes. Applied to education, this process invites feedback and participation from developers, educators, government officials, students and parents and empowers them to exchange ideas, improve best practices and create world-class curricula. These "development" communities can form ad-hoc, within the same subject area or around a common student need, and allow for a variety of editing and workflow structures.
OpenCourseWare (OCW) are course lessons created at universities and published for free via the Internet. OCW projects first appeared in the late 1990s, and after gaining traction in Europe and then the United States have become a worldwide means of delivering educational content.
Open education is an educational movement founded on openness, with connections to other educational movements such as critical pedagogy, and with an educational stance which favours widening participation and inclusiveness in society. Open education broadens access to the learning and training traditionally offered through formal education systems and is typically offered through online and distance education. The qualifier "open" refers to the elimination of barriers that can preclude both opportunities and recognition for participation in institution-based learning. One aspect of openness or "opening up" education is the development and adoption of open educational resources in support of open educational practices.
Free content, libre content, libre information, or free information is any kind of functional work, work of art, or other creative content that meets the definition of a free cultural work, meaning "works or expressions which can be freely studied, applied, copied and/or modified, by anyone, for any purpose."
An open textbook is a textbook licensed under an open license, and made available online to be freely used by students, teachers and members of the public. Many open textbooks are distributed in either print, e-book, or audio formats that may be downloaded or purchased at little or no cost.
The Tufts OpenCourseWare (OCW) project, was a web-based publication of educational material from a number of Tufts University courses, providing open sharing of free, searchable, high-quality course content to educators, students, and self-learners throughout the global community. The Tufts OCW initiative encouraged the publication and free exchange of course materials on the World Wide Web. First launched in June 2005, Tufts OCW provided materials with strong representation from Tufts' health sciences schools, some of which were equivalent to textbooks in depth. All materials on the Tufts OCW site were accessible and free of charge. As Tufts OCW is not a distance learning program, no registration, applications, prerequisites, or fees are required and no credit is granted. Tufts ended funding for its Open Courseware initiative in 2014, and content on the Tufts OCW web site was removed on June 30, 2018.
Open.Michigan is a collection of open initiatives and projects at the University of Michigan (U-M). Open.Michigan supports the open access and use of U-M resources for teaching, learning, and research. Open.Michigan promotes open content licensing and supports the reuse, redistribution, and remixing of educational materials for use by others worldwide. Some of the key efforts underway under the Open.Michigan umbrella include U-M's Open Educational Resources publishing activities, development of software tools that support creating open content, and various open content repositories.
Open educational practices (OEP) are part of the broader open education landscape, including the openness movement in general. It is a term with multiple layers and dimensions and is often used interchangeably with open pedagogy or open practices. OEP represent teaching and learning techniques that draw upon open and participatory technologies and high-quality open educational resources (OER) in order to facilitate collaborative and flexible learning. Because OEP emerged from the study of OER, there is a strong connection between the two concepts. OEP, for example, often, but not always, involve the application of OER to the teaching and learning process. Open educational practices aim to take the focus beyond building further access to OER and consider how in practice, such resources support education and promote quality and innovation in teaching and learning. The focus in OEP is on reproduction/understanding, connecting information, application, competence, and responsibility rather than the availability of good resources. OEP is a broad concept which can be characterised by a range of collaborative pedagogical practices that include the use, reuse, and creation of OER and that often employ social and participatory technologies for interaction, peer-learning, knowledge creation and sharing, empowerment of learners, and open sharing of teaching practices.
OER Commons is a freely accessible online library that allows teachers and others to search and discover open educational resources (OER) and other freely available instructional materials.
Open educational resources (OER) are learning materials that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others. OER policies are adopted by governments, institutions or organisations in support of the creation and use of open content, specifically open educational resources (OER), and related open educational practices.
This outline of open educational resources provides a way of navigating concepts and topics in relation to the open educational resources (OER) movement.
The UNESCO 2012 Paris OER Declaration, otherwise known as the Paris declaration on Open Educational Resources, is a declaration urging governments to promote the use of open educational resources (OERs) and calling for publicly funded educational materials to be released in a freely reusable form.
Open educational resources in Canada are the various initiatives related to open education, open educational resources (OER), open pedagogies (OEP), open educational practices (OEP), and open scholarship that are established nationally and provincially across Canadian K-12 and higher education sectors, and where Canadian based inititatives extend to international collaborations.
Open access in New Zealand consists of policies and norms affecting making research outputs, data, and education materials openly available. This is influenced by tertiary education institutions as well as national government and changing international norms. The New Zealand Government has applied open access principles to its own work, adopting the New Zealand Government Open Access Licensing Framework (NZGOAL). It has not mandated that these apply to schools or the tertiary sector or to research funding agencies. Some tertiary education institutions have developed their own open access guidelines or policies but neither of the two major research funding agencies in New Zealand—the Marsden Fund and the Health Research Council—have done so, unlike Australia, Canada, Europe or the United States.
Open source is source code that is made freely available for possible modification and redistribution. Products include permission to use the source code, design documents, or content of the product. The open-source model is a decentralized software development model that encourages open collaboration. A main principle of open-source software development is peer production, with products such as source code, blueprints, and documentation freely available to the public. The open-source movement in software began as a response to the limitations of proprietary code. The model is used for projects such as in open-source appropriate technology, and open-source drug discovery.
Digital public goods are public goods in the form of software, data sets, AI models, standards or content that are generally free cultural works and have an intention to contribute to sustainable national and international digital development.
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