scholarly journals Opening the Online Homework System: Toward Cooperation and Collaboration

2021 ◽  
Vol 1 (1) ◽  
pp. 1-4
Author(s):  
Douglas Pearson ◽  
Allen Easton
Keyword(s):  
Physical Science ◽  
Educational Practice ◽  
Educational Practices ◽  
Open Education ◽  
Online Homework ◽  
The Core ◽  
Elite Institutions ◽  
Open Educational Practices ◽  
Open Educational Practice ◽  
Skill Building

One of the core tensions in open educational practice in current mathematics and physical science coursework is the use of online homework systems. Many such tools are from commercial providers and have profit to that provider as a motive. Open resources are pursued by those who, for reasons of cost or of pedagogy, seek to resist the tools of commercial providers. This pursuit is frequently made outside of the context of discussions of open educational practices; indeed, the first author of this presentation describes one such effort that started before he was even aware of open education as a discipline. It is important to ask how those faculty, particularly in the mathematics and physical science disciplines at non-elite institutions, assign homework in ways that encourage practice and skill-building, and more broadly, how such content can be shared more robustly and completely among faculty at different institutions.

scholarly journals Conceptualizing Open Educational Practices through the Lens of Constructive Alignment

Open Praxis ◽  
2017 ◽  
Vol 9 (2) ◽  
pp. 125 ◽  
Author(s):  
Michael Paskevicius
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Educational Practices ◽  
Open Education ◽  
Learning Design ◽  
The Core ◽  
Learning Practices ◽  
Open Educational Practices

The act of instruction may be conceptualized as consisting of four elements: learning outcomes, learning resources, teaching and learning activities, and assessments and evaluation. For instructors in higher education, the way they manage the relationships between these elements is what could be considered the core of their instructional practice. For each of the elements, this paper seeks to identify open educational practices, their affordances, and evidence of their utility in supporting the work of teachers in shifting from existing teaching and learning practices to more open educational practices. The literature reviewed and model proposed may provide educational developers or proponents of open education a lens with which to discuss open educational practices with faculty specifically related to their teaching and learning design practices.

scholarly journals Navigating the Open Educational Practice Landscape

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Martin Weller
Keyword(s):  
Online Courses ◽  
Educational Practice ◽  
Open Educational Resources ◽  
Open Access Publishing ◽  
Open Education ◽  
Access To Education ◽  
Creative Commons ◽  
Growth Area ◽  
Open Educational Practice ◽  
Open Textbooks

Open education is an evolving term that covers a range of philosophies and practices aimed at widening access to education for those wishing to learn, with the current focus predominantly on practices based around reuse and sharing. This current focus can be traced back to the Open Educational Resources (OER) movement, and the use of open licences, such as Creative Commons licences. However, it also has links to open universities, open access publishing, MOOCs, open source software and open approaches to teaching.The current interpretation of open education is heavily influenced by the OER movement with an emphasis on the ‘5Rs of reuse’ (Reuse, Revise Remix, Redistribute and Retain - Wiley 2014). The profile of open education has been further raised in recent years by the popularity of Massive Open Online Courses (MOOCs). Although they do not always meet the 5Rs criteria, MOOCs are open to all and freely available, and have gained considerable attention and funding. Another growth area is that of open textbooks, which can be viewed as a specific form of OER, and is particularly prevalent in North America through projects such as OpenStax and BC Campus

scholarly journals Participation in OER Creation: A Trajectory of Values

2021 ◽  
Vol 1 (2) ◽  
pp. 1-10
Author(s):  
Erin Meger ◽  
Michelle Schwartz ◽  
Wendy Freeman
Keyword(s):  
Educational Practice ◽  
Faculty Members ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Government Grants ◽  
Teaching Support ◽  
Open Educational Practices ◽  
Open Educational Practice ◽  
Resource Creation ◽  
Open Textbooks

This paper provides an analysis of interviews with seven faculty members who engaged in creating Open textbooks funded by government grants at a university in Canada in 2018. Using four values—access and equity, community and connection, agency and ownership, and risk and responsibility—identified by Sinkinson (2018), McAndrew (2018), and Keyek-Fransen (2018), we traced the ways in which university faculty members’ understanding of Open changed through the process of Open Educational Resource creation. As a teaching support-focused unit, we explore ways to provide our faculty and instructors with meaningful opportunities to develop their Open pedagogy. These findings reconceive the way that Open Educational Practice can be promoted at our University and others. Instead of focusing solely on OER creation, our faculty started engaging in thinking through the different conceptions of Open educational practice and identifying which concepts resonated with them. By reframing the ways in which faculty thought about Open Educational Practices, we have been better able to address the ways in which we support them.

scholarly journals A Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions

2020 ◽  
Vol 12 (21) ◽  
pp. 9129
Author(s):  
Xiangling Zhang ◽  
Ahmed Tlili ◽  
Ronghuai Huang ◽  
Tingwen Chang ◽  
Daniel Burgos ◽  
...  
Keyword(s):  
Higher Education ◽  
Quantitative Methods ◽  
Open Educational Resources ◽  
Learning Motivation ◽  
Educational Practices ◽  
Open Education ◽  
Education Development ◽  
Qualitative And Quantitative Methods ◽  
Open Educational Practices ◽  
The Impact

Open Educational Resources (OER) have been researched for a long time in the open education field. Researchers are now shifting their focus from resources to practices for delivering open education, an area called Open Educational Practices (OEP). However, there is little information in the related literature regarding the design of an OEP-based course or the impact of these types of courses. Therefore, this study designs a new OEP-based course at a public university for teaching family education during the COVID-19 pandemic. It also investigates its impact on learning motivation and teachers’ perceptions. In this context, a practical pilot experiment using both qualitative and quantitative methods was conducted. Specifically, 36 learners participated in this experiment. The obtained findings highlight: (1) an innovative design framework for OEP-based courses that teachers can refer to in their contexts; (2) that learners had a high motivation level in terms of knowledge achievements, individual connection and engagement when taking the OEP-based course; and (3) several advantages and challenges of the OEP-based course from the teacher’s and learners’ perspectives. For instance, the teacher reported the fear of losing control over the learning process when applying OEP. The findings of this paper can help researchers and educators in adopting OEP in higher education especially in times of crises, as well as increase the sustainability of OEP, hence contributing to open education development.

scholarly journals Questions of quality in repositories of open educational resources: a literature review

2014 ◽  
Vol 22 ◽  
Author(s):  
Javiera Atenas ◽  
Leo Havemann
Keyword(s):  
Teaching And Learning ◽  
Educational Practice ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Learning Technology ◽  
Creative Commons ◽  
Open Educational Practices ◽  
Open Educational Practice ◽  
Economic Barriers ◽  
Social Media Tools

Open educational resources (OER) are teaching and learning materials which are freely available and openly licensed. Repositories of OER (ROER) are platforms that host and facilitate access to these resources. ROER should not just be designed to store this content – in keeping with the aims of the OER movement, they should support educators in embracing open educational practices (OEP) such as searching for and retrieving content that they will reuse, adapt or modify as needed, without economic barriers or copyright restrictions. This paper reviews key literature on OER and ROER, in order to understand the roles ROER are said or supposed to fulfil in relation to furthering the aims of the OER movement. Four themes which should shape repository design are identified, and the following 10 quality indicators (QI) for ROER effectiveness are discussed: featured resources; user evaluation tools; peer review; authorship of the resources; keywords of the resources; use of standardised metadata; multilingualism of the repositories; inclusion of social media tools; specification of the creative commons license; availability of the source code or original files. These QI form the basis of a method for the evaluation of ROER initiatives which, in concert with considerations of achievability and long-term sustainability, should assist in enhancement and development.Keywords: open educational resources; open access; open educational practice; repositories; quality assurance(Published: 24 July 2014)Citation: Research in Learning Technology 2014, 22: 20889 -http://dx.doi.org/10.3402/rlt.v22.20889

scholarly journals Open Educational Practices in Australia: A First-phase National Audit of Higher Education

2018 ◽  
Vol 19 (3) ◽  
Author(s):  
Adrian Stagg ◽  
Linh Nguyen ◽  
Carina Bossu ◽  
Helen Partridge ◽  
Johanna Funk ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Good Practice ◽  
National Policy ◽  
Educational Practice ◽  
Open Educational Resources ◽  
Accessible Information ◽  
Open Educational Practices ◽  
Open Educational Practice ◽  
Australian Universities

For fifteen years, Australian Higher Education has engaged with the openness agenda primarily through the lens of open-access research. Open educational practice (OEP), by contrast, has not been explicitly supported by federal government initiatives, funding, or policy. This has led to an environment that is disconnected, with isolated examples of good practice that have not been transferred beyond local contexts.This paper represents first-phase research in identifying the current state of OEP in Australian Higher Education. A structured desktop audit of all Australian universities was conducted, based on a range of indicators and criteria established by a review of the literature. The audit collected evidence of engagement with OEP using publicly accessible information via institutional websites. The criteria investigated were strategies and policies, open educational resources (OER), infrastructure tools/platforms, professional development and support, collaboration/partnerships, and funding.Initial findings suggest that the experience of OEP across the sector is diverse, but the underlying infrastructure to support the creation, (re)use, and dissemination of resources is present. Many Australian universities have experimented with, and continue to refine, massive open online course (MOOC) offerings, and there is increasing evidence that institutions now employ specialist positions to support OEP, and MOOCs. Professional development and staff initiatives require further work to build staff capacity sector-wide.This paper provides a contemporary view of sector-wide OEP engagement in Australia—a macro-view that is not well-represented in open research to date. It identifies core areas of capacity that could be further leveraged by a national OEP initiative or by national policy on OEP.

scholarly journals Researching Open Educational Practices (OEP)

2018 ◽  
Vol 32 (Offenheit in Lehre und Forschung) ◽  
pp. 108-121
Author(s):  
Franziska Bellinger ◽  
Patrick Bettinger ◽  
Valentin Dander
Keyword(s):  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Practices ◽  
Open Education ◽  
Open Educational Practices

Offenheit an Hochschulen wird derzeit vor dem Hintergrund der Idee einer ‹Open Education› diskutiert, welche auf die Etablierung von Open Educational Practices (OEP) und Integration von Open Educational Resources (OER) im Lehr-/Lernalltag zielt. OEP und OER werden dabei nicht losgelöst voneinander thematisiert, sondern sind in den Debatten eng miteinander verwoben. Zu konstatieren ist jedoch, dass in theoretischen und empirischen Arbeiten zu OEP eine Erläuterung dessen, was unter offenen Bildungspraktiken zu verstehen ist, weitestgehend unbeantwortet bleibt. Ausgehend von der Feststellung, dass im Diskurs um OEP meist eine theoretische Reflexion des Praxisbegriffs ausgespart wird und ein programmatisch-idealistischer Duktus vorherrscht, wird im vorliegenden Beitrag für einen praxeologisch-diskursanalytisch informierten Zugang plädiert. Es wird argumentiert, dass OEP auf einer solchen Grundlage empirisch zugänglich gemacht werden können und so ein definitorisches Fundament geschaffen wird, das an aktuelle praxistheoretische Arbeiten anschliesst. Der Beitrag skizziert beispielhaft Anknüpfungspunkte mit Bezug zu aktuellen Problemfeldern, um die Potenziale der vorgestellten Forschungsperspektive aufzuzeigen.

scholarly journals Systematic Literature Review zu Open Educational Practices (OEP) in der Hochschule im europäischen Forschungskontext

2019 ◽  
Vol 34 (Research and OER) ◽  
pp. 19-46 ◽  
Author(s):  
Franziska Bellinger ◽  
Kerstin Mayrberger
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Educational Practices ◽  
Open Education ◽  
Literature Reviews ◽  
Open Educational Practices

Open Educational Practices (OEP) erscheinen in der Debatte um Openness im Bildungskontext und in Verbindung mit Open Educational Resources (OER) trotz einer nachweislichen Verbindung als noch relativ unterrepräsentiert. So wird hier der Annahme gefolgt, dass es aus theoretischer, empirischer wie diskursiver Perspektive notwendig erscheint für eine Kultur des Teilens und weiter eine offene Bildung im Sinne von Open Education und Open Pedagogy, die sich in Variationen von OEP manifestieren, zu sensibilisieren. Auf Grund der Bedeutung von OEP für den derzeitigen Transformationsprozess im Hochschulkontext unter den Bedingungen der Digitalisierung liefert der Beitrag einen systematischen Überblick zu Forschungsarbeiten zu OEP. Dabei findet eine Orientierung entlang der übergreifenden Fragestellung, in welchen Zusammenhängen und unter welchen Fragestellungen OEP im Kontext Hochschule erforscht werden und mit welchem Begriffsverständnis gearbeitet wird, statt. Das Ergebnis des Literature Reviews zeigt, dass in den Forschungsarbeiten ein variantenreiches Verständnis von OEP thematisiert wird. In Abhängigkeit dessen wie das Verhältnis der Praktiken der Subjekte und die Praxis jeweils gefasst werden, lassen sich vier Dimensionen einer OEP im Kontext von Openness identifizieren. Der Beitrag plädiert daher für eine begriffliche Schärfung von OEP im jeweils spezifischen Verwendungszusammenhang. Die Autorinnen forcieren dabei eine praxistheoretische Perspektive. Es wird argumentiert, dass ein praxistheoretischer Zugang es ermöglicht, offene Bildungspraktiken für den Hochschulkontext theoretisch zu fundieren und empirisch zu untersuchen, um damit einen Beitrag zur zeitgemässen Mediendidaktik respektive Medienpädagogik leisten zu können.

scholarly journals The potential role of Open Educational Practice policy in transforming Australian higher education

Open Praxis ◽  
2018 ◽  
Vol 10 (2) ◽  
pp. 145 ◽  
Author(s):  
Carina Bossu ◽  
Adrian Stagg
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Educational Practice ◽  
Widening Participation ◽  
Policy Makers ◽  
Call To Action ◽  
Learning And Teaching ◽  
International Policies ◽  
Open Educational Practices ◽  
Open Educational Practice

Open Educational Practices (OEP) have played an important role in assisting educational institutions and governments worldwide to meet their current and future educational targets in widening participation, lowering costs, improving the quality of learning and teaching and promoting social inclusion and participatory democracy. There have been some important OEP developments in Australia, but unfortunately the potential of OEP to meet some of the national educational targets has not been fully realised and acknowledged yet, in ways that many countries around the world have. This paper will gather, discuss, and analyse some key national and international policies and documentation available as an attempt to provide a solid foundation for a call to action for OEP in Australia, which will hopefully be an instrument to assist and connect practitioners and policy makers in higher education.

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