Table 1
Four key strands of OEP research cited in the literature
| OLCOS project | OPAL initiative | UKOER programme | CILT research | |
|---|---|---|---|---|
| Year | 2006-07 | 2010-11 | 2009-12 | 2009-present |
| Scope | Europe | Europe | UK | Africa/Global South |
| Publications | Geser (2007a, 2007b), Schaffert (2008), Schaffert & Geser, (2008) | Andrade et al. (2011), Camilleri & Ehlers (2011), Conole (2011), Conole & Ehlers (2010), Ehlers (2011a, 2011b) | Beetham et al. (2012), McGill et al. (2013) | Hodgkinson-Williams & Gray (2009), Hodgkinson-Williams (2010); Hodgkinson-Williams (2014), Czerniewicz et al. (2017a, 2017b) |
| Definition of OEP | “practices that involve students in active, constructive engagement with content, tools and services in the learning process, and promote learners’ self-management, creativity and working in teams” (Geser, 2007a) | “practices which support the (re)use and production of OER through institutional policies, promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning path” (Andrade et al., 2011) | 6 practices: OER production, management, use and reuse; open/public pedagogies; open learning; open scholarship; open sharing of teaching ideas; use of open technologies” (Beetham et al., 2012) | 5 dimensions of openness: technical, legal, cultural, pedagogical, financial (Hodgkinson-Williams, 2014) |