Nate Angell

This bingo card (image, Google Slides) is designed to offer a way for people to consider how learning experiences — like activities, assignments, modules, or courses — might be “opened” in various ways. For example, a learning experience might be opened by enabling wider access to more people, more agency for people involved, or more possibilities in its materials, tools, goals, outcomes, and/or design.

After getting a lot of really helpful feedback on the Open Knowledge Practices Learning Experience Rubric 1.1 (OKPLER 1.1), I’ve tried to transform it into a resource that incorporates the fantastic contributions from other folks and still provides a tool we might use to think about the “openness” of learning experiences. The biggest change is from the format of a rubric to more of a mapping tool, that I’ve been thinking of as a sort of “bingo card”.

TL;DR: The new bingo card for open learning experiences is quite a bit different than the rubric, both simpler and, underneath, more complex. Read on to learn more.

As a part of the work I’ve been doing around opening knowledge practices generally, I’ve been thinking about how one might design open learning experiences that support multiple meanings of “open”: not just using open educational resources (OER), not just enabling open educational pedagogies (OEP), and not just offering wide access (like MOOCs), but all those meanings of open and more. To continue what is a long-standing conversation across the open community, I’ve tried to distill characteristics and levels of open into a rubric that one might use as a guide to designing and/or evaluating open learning experiences.