During the Covid-19 health emergency, the issue of scientific collaboration has received unprecedented attention and with it a renewed public interest in open science. In this context, elements of open science—such as preprints, open access to publications, and open data resources—are critically valorized as crucial components to be enhanced in preparation for future crises. Less discussed is the issue of open science pedagogy, its critical importance, and the shifts Open Science communities have experienced in the pandemic with the move to online working, teaching and learning. How do we learn to be ‘open’ in open research? The Reimagining Educational Practices for Open (REPO) project examines this question through a practitioner led exploration of how Open Science communities have navigated the transition to online and hybrid formats. In this workshop, we will review REPO’s ongoing community engagement efforts to document change and best practices in open online training and education. We then present two related outcomes of our work: 1. A framework for integrating and comparing insights from multiple communities of practice; 2. A prototype reflection and assessment workbook for open science educators working to build participatory learning communities. The workshop will include some time collaboratively thinking about how to construct assessment tools for open science learning communities as they move to online or hybrid formats.