This rubric defines a set of open educational practices that help educators to advance a culture of open education, and to advocate for the potential benefits of open educational resources (OER) in the context of continuous improvement. The rubric is intended to guide educator practice in working with OER to ensure that every student has the opportunity to engage in learning effectively. The rubric supports educators in accessing, curating, evaluating, and adapting OER in response to students’ particular needs, interests, and contexts, to author and share original or remixed resources, and to disseminate approaches to the implementation of those resources for future OER users to benefit from.
The Open Educational Practice rubric grew out of ISKME’s OER impact research and their OER professional learning offered to educators in the U.S. and internationally since 2007. Building the capacity of educators to identify, evaluate, adapt, share, and collaborate on all aspects related to OER has been ISKME primary goal, recognizing that there is a global need to: (1) equip all educators to be part of instructional leadership through OER, and (2) support education leaders and administrators in enabling a transformative shift from a proprietary to an open and participatory model of open educational practice. The rubric is intended to be used by those engaging in open educational practice--to prioritize how stakeholders want to enhance their practice moving forward, as well as to enable the assessment of current practice by stakeholders to ensure continuous learning in the field.
Educators, including teachers, librarians, faculty, and administrators, are using this rubric to guide and assess the current status of open education in their classrooms and institutions; and to identify and prioritize the objectives that will help transform their practice through OER engagement. Districts can use this rubric to provide an overview of open educational practice skills to their OER early adopters and champions, and discuss which areas they wish to advance in their OER implementation strategy.
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