Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education

Open educational practices (OEP) is a broad descriptor of practices that include the creation, use, and reuse of open educational resources (OER) as well as open pedagogies and open sharing of teaching practices. As compared with OER, there has been little empirical research on individual educators’...

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Autor principal:	Catherine Cronin
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	open educational practices open educational resources open education higher education OEP Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/1174b50882e345ada5888ffffd52256d
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spelling	oai:doaj.org-article:1174b50882e345ada5888ffffd52256d2021-12-02T19:25:21ZOpenness and Praxis: Exploring the Use of Open Educational Practices in Higher Education10.19173/irrodl.v18i5.30961492-3831https://doaj.org/article/1174b50882e345ada5888ffffd52256d2017-08-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3096https://doaj.org/toc/1492-3831Open educational practices (OEP) is a broad descriptor of practices that include the creation, use, and reuse of open educational resources (OER) as well as open pedagogies and open sharing of teaching practices. As compared with OER, there has been little empirical research on individual educators’ use of OEP for teaching in higher education. This research study addresses that gap, exploring the digital and pedagogical strategies of a diverse group of university educators, focusing on whether, why, and how they use OEP for teaching. The study was conducted at one Irish university; semi-structured interviews were carried out with educators across multiple disciplines. Only a minority of educators used OEP. Using constructivist grounded theory, a model of the concept “Using OEP for teaching” was constructed showing four dimensions shared by open educators: balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching role expectations. The use of OEP by educators is complex, personal, and contextual; it is also continually negotiated. These findings suggest that research-informed policies and collaborative and critical approaches to openness are required to support staff, students, and learning in an increasingly complex higher education environment. Catherine CroninAthabasca University Pressarticleopen educational practicesopen educational resourcesopen educationhigher educationOEPSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 5 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	open educational practices open educational resources open education higher education OEP Special aspects of education LC8-6691
spellingShingle	open educational practices open educational resources open education higher education OEP Special aspects of education LC8-6691 Catherine Cronin Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education
description	Open educational practices (OEP) is a broad descriptor of practices that include the creation, use, and reuse of open educational resources (OER) as well as open pedagogies and open sharing of teaching practices. As compared with OER, there has been little empirical research on individual educators’ use of OEP for teaching in higher education. This research study addresses that gap, exploring the digital and pedagogical strategies of a diverse group of university educators, focusing on whether, why, and how they use OEP for teaching. The study was conducted at one Irish university; semi-structured interviews were carried out with educators across multiple disciplines. Only a minority of educators used OEP. Using constructivist grounded theory, a model of the concept “Using OEP for teaching” was constructed showing four dimensions shared by open educators: balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching role expectations. The use of OEP by educators is complex, personal, and contextual; it is also continually negotiated. These findings suggest that research-informed policies and collaborative and critical approaches to openness are required to support staff, students, and learning in an increasingly complex higher education environment.
format	article
author	Catherine Cronin
author_facet	Catherine Cronin
author_sort	Catherine Cronin
title	Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education
title_short	Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education
title_full	Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education
title_fullStr	Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education
title_full_unstemmed	Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education
title_sort	openness and praxis: exploring the use of open educational practices in higher education
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/1174b50882e345ada5888ffffd52256d
work_keys_str_mv	AT catherinecronin opennessandpraxisexploringtheuseofopeneducationalpracticesinhighereducation
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Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education

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