Learning provides an ideal platform for interaction. A learner would stand to benefit from their instructor. Similarly, the interaction with a learner impacts the experience of an instructor. It is through these interactions and experiences that new ideas are formed, and contentious issues reexamined. Finding media that allows these exchanges would prove efficient in providing access to any interested learner. Since pedagogy also concerns the process of attaining knowledge, having an instructor and the learners in a physical class would promote the learners’ acquisition of skills.
With the increase in demand for learning materials, there have been various approaches to improving access. New methods may not overshadow the original architecture of the learning process, but the plans should be directed to convey quality knowledge. The essence of open pedagogy should aim beyond access; it should ensure the information availed meets the quality and can lead to the formation of new thoughts and knowledge. Imperatively, the quality of data should not be traded with the cost.
The author underscores the need to shift focus to Open Pedagogy. Open pedagogy can be achieved through Open Educational Resources (OERs). For any learner to access the materials for study, the OER platform avails an unprecedented opportunity. The other further highlights the 5rs comprising the resource (Mays et al., n.d.). It is a well-thought plan that aids accessibility since it is technology-driven. The technological advances also allow communication between the learners and instructor, thereby promoting quality and analytical skills.
Despite the need to create accessibility, the elements of 5rs should not overstep the ethics guarding intellectual property. Furthermore, the need to share information between learners and instructors should not violate the need to protect writers’ intellectual property. Besides, the Open Educational Resource should promote academic professionalism to stand the test of time (Mays et al., n.d.). Lastly, the author presents a convincing case on the best ways to address the systemic bias in the education system through advocacy and reinvention of pedagogical approaches.

Reference
Mays, E., Hyde, Z., & Ashok, A. A Guide to Making Open Textbooks with Students. Rebus Community.