This document discusses openness in education. It notes that openness exists on a continuum and that simply being more or less open is not inherently good or bad - what matters is how openness benefits learners. The document also notes that openness is experienced differently depending on individual and contextual factors like digital skills. Some educators choose to use open practices even without requirements to do so, and this choice is personal and negotiated based on their identity, digital practices, and view of openness. Practicing openness is complex and contextual. Institutions should value human well-being over openness alone. If participatory culture is valued, individuals' choice to not participate must be respected.