Name: Critical Open Educational Practices: Beyond Access, Toward Pedagogical Transformation
Start: 2026-10-09T12:25:00-0400
End: 2026-10-09T12:55:00-0400

All sessions are available online except round tables, special activities, and workshops.

Critical Open Educational Practices: Beyond Access, Toward Pedagogical Transformation

Friday October 9, 2026 12:25pm - 12:55pm EDT

4 Room T

ID: 33846

What does it actually look like when an educator stops asking “how do I cover the content?” and starts asking “who is this course designed to serve?” That question, and the work that follows, is at the center of this session.This presentation draws on findings from a qualitative case study of seven educators from the Minnesota State Colleges and Universities (MinnState) system, along with the presenter’s experience facilitating a Community of Practice focused on Critical Open Educational Practices (Critical OEPs). Grounded in critical pedagogy, Critical OEPs provide a framework organized around four pillars: collaborative dialogue, critical reflection, inquiry-based learning, and transformative action. This study offers a practice-based account of how educators take up Critical OEPs over time within a structured Community of Practice. The session highlights key findings related to how educators came to understand and use Critical OEPs in their teaching, how this work shaped their pedagogical decisions, and how they connected it to broader questions about purpose, equity, and responsibility in education.Educators moved into this work through multiple pathways. Some were responding to the cost of course materials and questions of access. Others brought years of experimentation with teaching practices, commitments to equity and learner belonging, or disciplinary traditions that already emphasized collaboration and applied learning. Rather than adopting a new model, many recognized that they were already doing parts of this work and began to name and extend those practices.As educators engaged with Critical OEPs, they described ongoing negotiation of authority and learner agency. Grading became a central site of this work, including experimentation with specifications grading, revision policies, and project-based assessment. Classroom dialogue raised similar questions about how much structure to provide and how to support meaningful participation. Equity was not discussed in the abstract. It appeared in decisions about removing financial barriers, making expectations visible, and responding to the realities learners bring with them into the classroom, including prior educational experiences and access to support systems.This work does not happen outside of institutional conditions. Workload, course size, technology systems, and policy expectations shaped what was possible in any given semester. Within these constraints, the Community of Practice functioned as a critical support structure. Participants described it as a space of instructor care, where collaboration replaced isolation and where reflection led to concrete changes in teaching. Several participants left with redesigned courses, new assessment approaches, and plans for continued leadership in open and equity-focused work. While grounded in a specific institutional context, these findings speak to broader questions about how open practices are taken up across diverse educational settings.This session offers a shift in how open education can be understood and supported. It moves the conversation beyond access and resource use toward pedagogy, authority, and responsibility. It also highlights the importance of creating structured spaces where educators, instructional designers, and others supporting open education initiatives can think together about practice and take action within the realities they face.Attendees will be invited to reflect on their own entry points into open practice, identify practices they may already be using, and consider one next step for extending Critical OEPs in their own contexts.

Speakers

Lori-Beth Larsen

Doctoral Candidate (expected April, 2026), Winona State University

Lori-Beth Larsen is a doctoral candidate in Education at Winona State University. Her research focuses on critical pedagogy, open education, and the question of what teaching is actually for. Her dissertation, Critical Open Educational Practices, is a qualitative case study exploring... Read More →

Friday October 9, 2026 12:25pm - 12:55pm EDT
4 Room T MIT Samberg Conference Center, 50 Memorial Drive, Cambridge MA 02139 USA

Presentation

Speaker Modality Hybrid
Track Hacking the Open Ecosystem and Praxis for the Public Good

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OEGlobal 2026

Lori-Beth Larsen

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OEGlobal 2026

Lori-Beth Larsen

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