譯題：聯(lián)合國教科文組織開放教育資源建議書指導(dǎo)下的疫情期間開放教育實踐指南（二）

Published by UNESCO IITE， UNESCO INRULED， SLIBNU 聯(lián)合國教科文組織教育信息技術(shù)研究所，聯(lián)合國教科文組織國際農(nóng)村教育研究與培訓(xùn)中心，北京師范大學(xué)智慧學(xué)習(xí)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.開放教育應(yīng)用實踐

2.1 開放教育實踐框架

必須深度理解開放教育實踐（OEP），因為它們的應(yīng)用范圍正在迅速擴展，并且研究人員傾向于關(guān)注OEP的不同層面。因此，本節(jié)旨在根據(jù)文獻報告中的幾種OEP定義來繪制OEP框架。在這種情況下，我們對OEP定義進行了全面綜述。根據(jù)這些定義，確定了OEP在教育應(yīng)用過程中應(yīng)滿足的以下五個條件。

開放教育資源（OER）：OEP中使用的教材應(yīng)該得到公開認證，并且課程中產(chǎn)生的資源（例如報告、演示文稿、視頻）也應(yīng)作為OER發(fā)布。

開放式教學(xué)：教育者應(yīng)采用能幫助學(xué)生構(gòu)建自己的（自我調(diào)節(jié)）學(xué)習(xí)路徑，并為個人和協(xié)作的知識建構(gòu)做出積極貢獻的教學(xué)方法。

開放式協(xié)作：教師應(yīng)建立開放式社區(qū)，例如使用社交網(wǎng)絡(luò)，幫助學(xué)生組成團隊來執(zhí)行特定的學(xué)習(xí)任務(wù)（例如編輯博客、創(chuàng)建維基百科頁面），以及交換思想并討論那些特定的學(xué)習(xí)任務(wù)。其他教師和利益相關(guān)者也可以參加這些討論，從而進一步幫助學(xué)習(xí)者。

開放式評價：教師應(yīng)當(dāng)允許學(xué)習(xí)者之間互相評價（同伴評價）。這可以強調(diào)反思性實踐并改善學(xué)習(xí)成果。

實現(xiàn)技術(shù)：教師應(yīng)利用不同的技術(shù)和工具來建立和支持OEP蓬勃發(fā)展的互聯(lián)學(xué)習(xí)社區(qū)。這些技術(shù)和工具包括OER創(chuàng)作工具、OER存儲庫、社交網(wǎng)絡(luò)和協(xié)作編輯工具。

OEP與所有教學(xué)活動一樣，復(fù)雜且需要多管齊下，因此上述條件是相互關(guān)聯(lián)的。在OEP中，鼓勵學(xué)生進行靈活的學(xué)習(xí)。具體可在這五個條件之間形成四個關(guān)系：開放教育資源—實現(xiàn)技術(shù)—開放式教學(xué)，開放式教學(xué)—實現(xiàn)技術(shù)—開放式協(xié)作，開放式協(xié)作—實現(xiàn)技術(shù)—開放式評價，開放式評價—實現(xiàn)技術(shù)—開放教育資源。它們都是通過技術(shù)來實現(xiàn)的，技術(shù)被認為是開發(fā)OEP的有利條件，而不是實踐的中心方面。

2.2 開放教育實踐應(yīng)用中遇到的挑戰(zhàn)

盡管OEP可以提高學(xué)習(xí)效果，但也面臨著一些挑戰(zhàn)。有一些挑戰(zhàn)是在應(yīng)用OEP期間從實踐案例中收集的。從機構(gòu)的角度來看，中小學(xué)校和大學(xué)可能發(fā)現(xiàn)將教學(xué)法適應(yīng)OEP框架具有挑戰(zhàn)性。此外，晉升機制和任期政策不認可OEP。從教師的角度來看，一些教師擔(dān)心通過共同創(chuàng)建和參與課程活動，邀請學(xué)習(xí)者成為積極參與者時，會失去對教學(xué)過程的控制。另外，一些教師還缺乏將OEP納入課程的必要技能。從學(xué)生的角度來看，學(xué)生對傳統(tǒng)的學(xué)習(xí)方法更加熟悉，因此他們可能會感覺很難自我調(diào)節(jié)并適應(yīng)OEP結(jié)構(gòu)的課程。

OEP本質(zhì)上要求包括教師、學(xué)習(xí)者和教育工作者在內(nèi)的從業(yè)者更加開放，積極參與和創(chuàng)新。