In this article, Wiley and Hilton (2018) seek to address the "semantic overlap" (abstract) between open pedagogy and open educational practices. To do so, they define a new term, "OER-enabled pedagogy" as "the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions that are characteristic of OER" (abstract). They outline four questions that can be used to determine the extent to which teaching practices can be conceptualized as OER-enabled pedagogy, as described below (quoted from p. 137):
- Are students asked to create new artifacts (essays, poems, videos, songs, etc.) or revise / remix existing OER?
- Does the new artifact have value beyond supporting the learning of its author?
- Are students invited to publicly share their new artifacts or revised / remixed OER?
- Are students invited to openly license their new artifacts or revised / remixed OER?