Post on 21-Mar-2017
Evolving Open Educational Practices in Higher Education
Michael Paskevicius PhD Candidate – University of Victoria
March 2017
Global OER Graduate Network: Cape Town, South Africa
Research agenda (draft as of this morning) I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
https://barbourians.wordpress.com/2011/04/27/the-island-of-research/
A three paper thesis: three islands to navigate!
Conceptualizing Open EducationalPractices Within the Model of Constructive Alignment
A working definition for OEP in the context of educational development
Teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, teaching resources, activities, and assessment. OEP engage both faculty and students with the use and creation of OER, draw attention to the potential afforded by open licences, facilitate open peer-review, and support student-directed projects.
Teaching & Learning Activities
Learning Outcomes
Assessment & Evaluation
Adapted from Biggs & Tang, 2011
Teaching & Learning Resources
Teaching & Learning Activities
Teaching & Learning Resources
Learning Outcomes
Assessment & Evaluation
Accessible, clear, transparent, expansive,
and student-centred learning outcomes
Accessible, adaptable, shared, and collaborative
resources
Student as producer, peer-reviewer, collaborator, and digitally
literate contributor to OEP
Exposed, collaborative, and collectively improved teaching
and learning activities
Significant findings Great potential exists throughout instructional practice for the
integration of OEP, evidence of the impact on teaching and learning are emerging - more empirical research is needed
Situating OEP within the model of constructive alignment may enable faculty to envision how OEP fits into their landscape of practice
Issues of leadership, infrastructure, and the development of literacies for enacting OEP remain
How do faculty describe their experiences implementing open educational practices through the lens of structuration theory?
Theoretical constructs
The phenomenon associated with open education remain under-theorized in the literature (Knox, 2013; Veletsianos, 2015).
Common theoretical lenses include:
●communities of practice (Harris & Higgison, 2003; Koohang & Harman, 2007; Tosato & Bodi, 2011)
●activity theory (Alevizou, 2012; Porter, 2013; Cox, 2016)
●motivation and self-efficacy theories (Van Acker et al., 2014; Borthwick & Gallagher-Brett, 2014)
●learning through knowledge creation (Littlejohn & Hood, 2016)
Adapted from : Orlikowski, W. J. (2000). Using Technology and Constituting Structures: A Practice Lens for Studying Technology in Organizations. Organization Science, 11(4), 404–428. https://doi.org/10.1287/orsc.11.4.404.14600
Design of this study
Openness as the enemy of knowability (Beetham, 2011) Qualitative approaches best suited for understanding perceptions and interpretations of OEPArtefacts created through OEP may be valuable sources of data
How do open educational practices impact student engagement?
OEP and Networked Learning
Design of this study• Literature on student engagement with OEP is minimal • Potential linkages between student engagement and involvement in OEP• Openness inherent in OEP provides access to artefacts which may help us
further understand this phenomenon • Yet to be made connections within the literature on OEP, including the
relationship with constructive alignment, student engagement, and networked learning
Prepared by: Michael Paskevicius Learning Technologies Application DeveloperCentre for Innovation and Excellence in Learningmichael.paskevicus@viu.ca
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