In addition to open education, open access, open source software and open innovation, the open movement has also developed other varieties of ‘openness’. Although many types of ‘openness’ exist, they are all based on the same basic principles. At major open education conferences such as OpenEd2014, OER’15 and Open Education Consortium Global Meeting 2015, it was clearly evident that people are beginning to realise how the connection of various ‘open’ areas can provide considerable added value, enabling innovation, improvement of quality, expansion of knowledge domains and development of new insights. The next steps in the development of open education require connection with other types of openness
(Allen et al., 2015). This issue is therefore high on the agenda of the Unesco OER Chairs Meeting.
In an OpenEd ’14 keynote, John Wilbanks discussed important growth impulses for open source software that can be realised by connecting with other forms of openness. His educated guess was that this would be conducted in an analogue manner within open education, and this may possibly be the only way in which open education can develop further.
But what value does a more integrated approach to openness add? And what would we miss out on by not adopting this approach? In this article, we will answer these questions in relation to open education and open science, as these are the most important fields for education.

Keywords

OER conferences · OER movement · open education · open governance · open government · open science · open software · OpenED · openwashing