Editing Open educational resources (section)

== Open educational practices ==
{{main|Open educational practices}}
OER have been used in educational contexts in a variety of ways, and researchers and practitioners have proposed different names for such practices. According to Wiley & Hilton (2018),<ref name="irrodl.org"/> the two popular terms used are "open pedagogy" and "open educational practices". What these two terms refer to is closely related to each other, often indistinguishable. For example, Weller (2013) defines open pedagogy as follows: "Open pedagogy makes use of this abundant, open content (such as open educational resources, videos, podcasts), but also places an emphasis on the network and the learner's connections within this".<ref>{{Cite journal |doi = 10.5334/2013-15|title = The Battle for Open - a perspective|journal = Journal of Interactive Media in Education|volume = 2013|issue = 3|page = 15|year = 2013|last1 = Weller|first1 = Martin|doi-access = free}}</ref> Open educational practices are defined as, for example, "a set of activities around instructional design and implementation of events and processes intended to support learning. They also include the creation, use and repurposing of Open Educational Resources (OER) and their adaptation to the contextual setting (the Open Educational Quality Initiative<ref>[https://duepublico.uni-duisburg-essen.de/servlets/DerivateServlet/Derivate-25907/OPALReport2011_Beyond_OER.pdf OPAL Report 2011. Beyond OER] uni-duisburg-essen.de</ref>). Wiley & Hilton (2018)<ref name="irrodl.org"/> proposed a new term called "OER-enabled pedagogy", which is defined as "the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions which are characteristic of OER", emphasizing the 5R permissions enabled by the use of open licenses.