The digitized open education movement is challenging practitioners in institutional settings to re-examine what it means to teach and learn within a global context increasingly dominated by social media technologies. This paper presents outcomes from a cross-disciplinary collaboration involving a pilot implementation of an instructional systems design for a fully online graduate course. Intended to help prepare professionals examine their essential role as a reflective scholar practitioner, Teaching and Learning in Higher Education explored principles of open teaching, learning, and instruction through a course design grounded in the ADDIE model. Systems analytic logs were evaluated to determine participant engagement in the learning environment. Feedback was also solicited with respect to the instructional design. Findings suggest that pursuing openness in teaching and learning in a fully online modality requires a conceptual reframing on the part of all stakeholders, in order to realize successful outcomes.
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