As a term, "open pedagogy" does not really have a single, encompassing definition. However, it can be loosely described as educational practices that leverage open educational resources and the "5Rs" of OER (reuse, revise, retain, redistribute, remix) to better engage students in their own learning. Open pedagogy overlaps with other concepts like constructivist pedagogy, authentic learning, and learner-centered education.
The following categories represent some of the ways that open pedagogy can be applied in higher education. This list is not exhaustive or comprehensive but is intended to help you see how other faculty have adopted open educational practices.
An open syllabus is one in which students have agency in determining how a course is structured; what content or resources are studied in the course and when; how assignments or assessments are designed; how students are assessed or graded. Faculty can "open" their syllabus by incorporating any of these ideas or other strategies that give students a voice in how their learning is structured, delivered, and/or evaluated.
Renewable assignments are intended to be the opposite of "disposable" assignments that are typically given - those which students only complete to demonstrate mastery of a skill and receive a grade. A renewable assignment has the potential to be made public and be openly licensed by the student. It may become the basis of future learning material for the course or may serve a public purpose beyond the classroom.
Ungrading is a philosophy related to open pedagogy in that it privileges student learning and engagement with their own learning over quantifiable measures of learning.