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Connected community (often approximated with participation rate) helps with collaboration and sharing of resources.
Existing challenges (and solutions) with building connected community:
- reluctance from contributors to fully engage (connect users to communities/topics that are meaningful to them)
- fear of rejection (encourage people to sign up with a real-life peer or with friends they know, or get involved with smaller community within)
- contributors do not enjoy using Web 2.0 tools (use of mobile learning and social media)
Questions to consider:
- Do we really need high participation rates?
- Potentially including a facilitator to facilitate discussions (ask questions) and answer questions (perhaps on a paid model)
- Including options for participants to encourage one another using emojis/stickers (e.g. available on MS Teams)
- Creating special releases (e.g. game nights) in order for the community to have fun together and entries are encouraged on Instagram with hashtags
- More specific communities within the learning community for different "topics" of interest (e.g. using Slack)
- Is moderation needed? How should it be done and do we have the resources?
- Research into whether the size of a community matters?
- Creation of a profile that is fun and available to view from the post (rather than with an additional click)

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Reviewing course material and teaching methods based on student and peer feedback.
To reflect on the content that we develop based on the content that others develop (use them as a example)

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I feel that this attribute links mostly with my line of work as a Learning Designer. The significance of learning versus instructional design is being able to identify segways for learning - where content is meaningfully linked to the platform/online classroom. As a LD, we have to find innovative ways to replicate what a student would ordinarily do in a physical classroom, but in an online environment. E.g., How would you replicate a peer discussion activity? You may want to design an interactive forum, etc. In terms of "openness" and my understanding thereof, I think I still feel that it is synonymous with "free". In SA, this is unfortunately far from being a reality with most start-up universities and colleges needing a profit margin to survive.

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To connect with others using tools such as 'social media'. It is expected also that students (and the general public) will be able ot connect with a global network—termed the “Internet of Things”—and this will have implications for education as we know it (Johnson et al ., 2015, p. 46).

(20) (PDF) Attributes of Open Pedagogy: A Model for Using Open Educational Resources. Available from: https://www.researchgate.net/publication/281286900_Attributes_of_Open_Pedagogy_A_Model_for_Using_Open_Educational_Resources [accessed Apr 08 2022].

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Traditionally, education in schools is based on textbooks that students are provided with by the school or have to buy in the beginning of the school year. Often, these textbooks are outdated and expensive. Sometimes, teachers do not use the textbooks and instead hand out worksheets or other materials they created themselves. If those materials could be shared, it would make education more flexible and less expensive for the students. Yet, sharing their content seems to be difficult for teachers. Some of the reasons could be that there is no community of sharing and collaboration in schools or because the teachers are unsure whether their materials are under a copyright because of a picture from the internet or a quote copied from a textbook.

This is where my practice-oriented seminar “Do it yourself - Open Educational Resources (OER) for teaching” comes in. First, the student teachers in my seminar learn how to search for Open Educational Resources in data bases like twillo.de or oercommons.org and get inspired by the OER already uploaded there. Then, they are introduced to creative commons licenses, how to use them and where to find materials like pictures and videos that are under open licenses. Afterwards, we collect for criteria for good OER. Then starts the collaborative creation of Open Educational Resources that is peer reviewed according to the criteria established beforehand. After the peer review, the students upload their content to the OER-websites. In the end, there is a reflection of the seminar and the possibilities to share and collaborate with OER in schools. Some students of the class started an OER-meet up at the university.

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It is important to give free hands for teachers to experiment with teaching. Ideas and experiences can be shared in workshops and meetings for teachers.
- open pedagogy courses organized by university
- project courses for students fostering innovation
- different cultures and backgrounds collaborating for a single goal
- discussions to share knowledge

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Attribute 4: Sharing Ideas and Resources

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Attribute 4: Sharing Ideas and Resources

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We, as teachers, use often material from open educational resources. So, if we take, then why should we not also contribute? We feel comfortable sharing our staff with people we know, i.e. colleagues at work or close friends. However, sharing willingly ideas and resources with the whole world is still a big challenge for some of us. We may need to be convinced that sharing is beneficial for us as well. The possibility that peers will scrutinize resources that are shared may result in better quality and more valuable resources being available (Hegarty, 2015).

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'Students are more willing to participate and share if the element of trust can be built', so this seems the key factor to: how to use this idea of openness to them? According to the article-blogging is preferred over forums-students feel more comfortable in the community where they are trusted, valued, accessedand can interact with resources and each other. Thus they don't hesitate to share resources because they can get feedback from the supportive network.

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People from different communities collaboratively solve problems using (via media) new creative forms and distributing their complete tasks  by podcasts or blogging. Technology gives us the opportunity of share our work. We are able to reach to other people with completely different background or culture. Moreover, the new programs and softwares such as this one, padlet, allow us to work simultaneously in the same docuement from around the world. However, is this considered an open technology?

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People from different communities and backgrounds are able to review, peer critique and collectivily aggregate (in platforms such as Wikipedia), to the the material collated or created by one individual. Are we willing to let others modify our work? Or do we like to be in control? Peer review exposes us to critiques and to accept that our work is not perfect, but it also give us the opportunity of contribute on the work of others. Universities usually promote peer review (in papers and seminars) but don't give the tools for a real peer review openess to the general community.

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Attributes ofOpen Pedagogy:A Model for UsingOpen Educational Resources

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https://www.researchgate.net/publication/281286900_Attributes_of_Open_Pedagogy_A_Model_for_Using_Open_Educational_Resources