How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions

This collaborative self-study examines how five higher education institutions in British Columbia (BC), Canada, have achieved momentum with openness and are implementing and sustaining their efforts. A goal of this research was to see whether an institutional self-assessment tool—adapted from blende...

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Autores principales:	Tannis Morgan, Elizabeth Childs, Christina Hendricks, Michelle Harrison, Irwin DeVries, Rajiv Jhangiani
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2021
Materias:	open education practices self-assessment tool institutional initiatives blended learning institutional transformation Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/16c2a874b4a245d1b0ffb498649540f1
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id	oai:doaj.org-article:16c2a874b4a245d1b0ffb498649540f1
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spelling	oai:doaj.org-article:16c2a874b4a245d1b0ffb498649540f12021-11-24T22:29:46ZHow Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions10.19173/irrodl.v22i4.57451492-3831https://doaj.org/article/16c2a874b4a245d1b0ffb498649540f12021-09-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/5745https://doaj.org/toc/1492-3831This collaborative self-study examines how five higher education institutions in British Columbia (BC), Canada, have achieved momentum with openness and are implementing and sustaining their efforts. A goal of this research was to see whether an institutional self-assessment tool—adapted from blended learning and institutional transformation research—can help to assess how an institution has progressed with its open education initiatives. By adopting both an appreciative and a critical approach, the researchers at these five BC institutions compared the similarities and differences between their institutional approaches and the evolution of their initiatives. The paper includes discussion of how a self-assessment tool for institutional open education practices (OEP) can be applied to OEP initiatives at an institutional level and shares promising practices and insights that emerge from this research. Tannis MorganElizabeth ChildsChristina HendricksMichelle HarrisonIrwin DeVriesRajiv JhangianiAthabasca University Pressarticleopen education practicesself-assessment toolinstitutional initiativesblended learninginstitutional transformationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 22, Iss 4 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	open education practices self-assessment tool institutional initiatives blended learning institutional transformation Special aspects of education LC8-6691
spellingShingle	open education practices self-assessment tool institutional initiatives blended learning institutional transformation Special aspects of education LC8-6691 Tannis Morgan Elizabeth Childs Christina Hendricks Michelle Harrison Irwin DeVries Rajiv Jhangiani How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions
description	This collaborative self-study examines how five higher education institutions in British Columbia (BC), Canada, have achieved momentum with openness and are implementing and sustaining their efforts. A goal of this research was to see whether an institutional self-assessment tool—adapted from blended learning and institutional transformation research—can help to assess how an institution has progressed with its open education initiatives. By adopting both an appreciative and a critical approach, the researchers at these five BC institutions compared the similarities and differences between their institutional approaches and the evolution of their initiatives. The paper includes discussion of how a self-assessment tool for institutional open education practices (OEP) can be applied to OEP initiatives at an institutional level and shares promising practices and insights that emerge from this research.
format	article
author	Tannis Morgan Elizabeth Childs Christina Hendricks Michelle Harrison Irwin DeVries Rajiv Jhangiani
author_facet	Tannis Morgan Elizabeth Childs Christina Hendricks Michelle Harrison Irwin DeVries Rajiv Jhangiani
author_sort	Tannis Morgan
title	How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions
title_short	How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions
title_full	How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions
title_fullStr	How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions
title_full_unstemmed	How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions
title_sort	how are we doing with open education practice initiatives? applying an institutional self-assessment tool in five higher education institutions
publisher	Athabasca University Press
publishDate	2021
url	https://doaj.org/article/16c2a874b4a245d1b0ffb498649540f1
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How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions

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