Striving Toward Openness: But What Do We Really Mean?

The global open education movement is striving toward openness as a feature of academic policy and practice, but evidence shows that these ambitions are far from mainstream, and levels of awareness in institutions is often disappointingly low. Those advocating for open education are seeking to widen...

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Autor principal:	Vivien Rolfe
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	open educational resources OER openness staff perceptions institutional culture Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/a0ff032064ea47d7a18f2aee0864927a
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spelling	oai:doaj.org-article:a0ff032064ea47d7a18f2aee0864927a2021-12-02T19:25:28ZStriving Toward Openness: But What Do We Really Mean?10.19173/irrodl.v18i7.32071492-3831https://doaj.org/article/a0ff032064ea47d7a18f2aee0864927a2017-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3207https://doaj.org/toc/1492-3831The global open education movement is striving toward openness as a feature of academic policy and practice, but evidence shows that these ambitions are far from mainstream, and levels of awareness in institutions is often disappointingly low. Those advocating for open education are seeking to widen engagement, but how targeted and persuasive are their messages? The aim of this research is to explore the voices often unheard, those of the teachers and professional service staff with whom we are engaging. This research presents a series of interviews with those involved in open education at De Montfort University in the UK, with the aim of gaining a better perspective of what openness means to them. The interviews were analysed through an interpretive lens allowing each individual to create their own story and reflect their own personal view of openness. The results of this study are that in this university, openness is represented by five elements – staff pedagogy and practice, benefits to learners, accessibility and access to content, institutional structures, and values and culture. This work shows the importance of adopting critical approaches to gain a deeper understanding of the philosophical and pedagogic stances within institutions. By giving a voice to all those involved we will be able to develop appropriate and more persuasive arguments to widen our sphere of influence as a community of open educators. Vivien RolfeAthabasca University Pressarticleopen educational resourcesOERopennessstaff perceptionsinstitutional cultureSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 7 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	open educational resources OER openness staff perceptions institutional culture Special aspects of education LC8-6691
spellingShingle	open educational resources OER openness staff perceptions institutional culture Special aspects of education LC8-6691 Vivien Rolfe Striving Toward Openness: But What Do We Really Mean?
description	The global open education movement is striving toward openness as a feature of academic policy and practice, but evidence shows that these ambitions are far from mainstream, and levels of awareness in institutions is often disappointingly low. Those advocating for open education are seeking to widen engagement, but how targeted and persuasive are their messages? The aim of this research is to explore the voices often unheard, those of the teachers and professional service staff with whom we are engaging. This research presents a series of interviews with those involved in open education at De Montfort University in the UK, with the aim of gaining a better perspective of what openness means to them. The interviews were analysed through an interpretive lens allowing each individual to create their own story and reflect their own personal view of openness. The results of this study are that in this university, openness is represented by five elements – staff pedagogy and practice, benefits to learners, accessibility and access to content, institutional structures, and values and culture. This work shows the importance of adopting critical approaches to gain a deeper understanding of the philosophical and pedagogic stances within institutions. By giving a voice to all those involved we will be able to develop appropriate and more persuasive arguments to widen our sphere of influence as a community of open educators.
format	article
author	Vivien Rolfe
author_facet	Vivien Rolfe
author_sort	Vivien Rolfe
title	Striving Toward Openness: But What Do We Really Mean?
title_short	Striving Toward Openness: But What Do We Really Mean?
title_full	Striving Toward Openness: But What Do We Really Mean?
title_fullStr	Striving Toward Openness: But What Do We Really Mean?
title_full_unstemmed	Striving Toward Openness: But What Do We Really Mean?
title_sort	striving toward openness: but what do we really mean?
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/a0ff032064ea47d7a18f2aee0864927a
work_keys_str_mv	AT vivienrolfe strivingtowardopennessbutwhatdowereallymean
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Striving Toward Openness: But What Do We Really Mean?

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