MOLTEPLICI STRADE VERSO LA SCIENZA APERTA: UN’ESPLORAZIONE DELL'USO DI PRATICHE EDUCATIVE APERTE ALL'INTERNO DI UN'UNIVERSITÀ ITALIANA
Barra laterale articolo
Pubblicato
mar 31, 2023
Contenuto principale articolo
Abstract
Questa indagine è stata condotta per determinare se e come l'implementazione di pratiche educative aperte (OEP) è direttamente influenzata dal background e dalle preferenze dei docenti in termini di modalità di insegnamento. In particolare, abbiamo analizzato l'uso delle OEP da una prospettiva sociale per capire se l'abitudine a lavorare in contesti online e blended è collegata all'uso di approcci didattici aperti. L'esplorazione di questa relazione ha evidenziato modelli comuni che suggeriscono come i docenti possono essere ulteriormente motivati a esplorare le aree di apertura in cui non sono avanzate per quanto riguarda la diversità della classe e aumentare l'impatto sociale del loro insegnamento. Questa ricerca mostra due approcci principali all'apertura: uno focalizzato solo sulle risorse educative aperte e un altro con una prospettiva più ampia che abbraccia altri aspetti dell'apertura, come l'accesso o le pratiche. Questo lavoro aiuterà a comprendere la rilevanza delle variabili contestuali e a esplorare ulteriormente i fattori abilitanti per la costruzione di capacità di istruzione aperta nelle università.
Dettagli articolo
Sezione
Articoli - Argomenti vari
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Non commerciale 4.0 Internazionale.
Gli autori che pubblicano su questa rivista accettano le seguenti condizioni:
- Gli autori mantengono i diritti sulla loro opera e cedono alla rivista il diritto di prima pubblicazione dell'opera, contemporaneamente licenziata sotto una Licenza Creative Common Attribuzione _Non commerciale 4.0 Internazionale.
- Gli autori possono aderire ad altri accordi di licenza non esclusiva per la distribuzione della versione dell'opera pubblicata (es. depositarla in un archivio istituzionale o pubblicarla in una monografia), a patto di indicare che la prima pubblicazione è avvenuta su questa rivista.
- Gli autori possono diffondere la loro opera online (es. in repository istituzionali o nel loro sito web) prima e durante il processo di submission, poiché può portare a scambi produttivi e aumentare le citazioni dell'opera pubblicata (Vedi The effect of Open Access).
Riferimenti bibliografici
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Borthwick, K., & Gallagher-Brett, A. (2014). ‘Inspiration, ideas, encouragement’: Teacher development and improved use of technology in language teaching through open educational practice. Computer Assisted Language Learning, 27(2), 163–183. doi: 10.1080/09588221.2013.818560
Burgos, D. (Ed.). (2017). Open education policy. UNIR. Retrieved from http://bit.ly/unir-openpolicy (English) and http://bit.ly/unir-educacionabierta (Español)
Burgos, D. (2017a). Into the open: A transgenic evolution of the educational system. In 27th ICDE World Conference on Online Learning (Toronto, Canada). Retrieved from http://onlinelearning2017.ca/en/abstracts-and-presentations/.
Burgos, D. (2020). About Open Science and Open Education (Editorial). In D. Burgos (Ed.), Radical Solutions and Open Science: An Open Approach to Boost Higher Education. Lecture Notes in Educational Technology. Singapore: Springer. doi: 10.1007/978-981-15-4276-3
Cronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in higher education. International Review of Research in Open and Distributed Learning, 18(5). doi: 10.19173/irrodl.v18i5.3096
Cronin, C., & MacLaren, I. (2018). Conceptualising OEP: A review of theoretical and empirical literature in open educational practices. Open Praxis, 10(2), 127–143.
Dalsgaard, C., & Thestrup, K. (2015). Dimensions of openness: Beyond the course as an open format in online education. International Review of Research in Open and Distance Learning, 16(6). http://www.irrodl.org/index.php/irrodl/article/view/2146
Ehlers, U.-D. (2011). Extending the territory: From open educational resources to open educational practices. Journal of Open, Flexible, and Distance Learning, 15(2), 1–10. Retrieved from https://www.learntechlib.org/p/147891/
Ferrer, J., Ringer, A., Saville, K., Paris, M. A., & Kashi, K. (2022). Students’ motivation and engagement in higher education: The importance of attitude to online learning. Higher Education, 83, 317–338. doi: 10.1007/s10734-020-00657-5
Geser, G. (2007). Open educational practices and resources: The OLCOS roadmap 2012. Revista de Universidad y Sociedad del Conocimento, 4(1). doi: 10.7238/rusc.v4i1.295
Hare, S., & Sullivan, M. (2020). A qualitative study on the digital preservation of OER. Portal: Libraries and the Academy, 20(4), 749–773.
Highton, M., Fresen, J., & Wild, J. (2011). Making academic OER easy: Reflections on technology and openness at Oxford University. Journal of Open, Flexible and Distance Learning, 15(2), 28–40. Retrieved from http://journals.akoaotearoa.ac.nz/index.php/JOFDL/article/view/49
Hodgkinson-Williams, C. (2010). Benefits and challenges of OER for higher education institutions. Paper presented at the Open Educational Resources (OER) Workshop for Heads of Commonwealth Universities, Cape Town, South Africa.
Kanjilal, U. (2013). Digital repository to open educational resource repository: IGNOU’s eGyanKosh. In G. Dhanarajan & D. Porter (Eds.), Open educational resources: An Asian perspective (pp. 225–234). Vancouver , CA: Commonwealth of Learning and OER Asia. Retrieved from http://oasis.col.org/bitstream/handle/11599/23/pub_PS_OER_Asia_web.pdf
Kimmons, R., & Veletsianos, G. (2014). The fragmented educator 2.0: Social networking sites, acceptable identity fragments, and the identity constellation. Computers & Education, 72, 292–301.
Littlejohn, A., & Hood, N. (2016). How educators build knowledge and expand their practice: The case of open education resources. British Journal of Educational Technology, 48(2), 499–510. doi: 10.1111/bjet.12438
Lopukhova, J., & Makeeva, E. (2017). Creating virtual learning environment: Shared online learning in university education. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 8(2), 3046–3054. doi: 10.20533/ijcdse.2042.6364.2017.0412
Narima, M. (2022, April 8). Decolonising open educational resources (OER): Why the focus on ‘open’ and ‘access’ is not enough for the EdTech revolution. EdTech Hub. Retrieved from https://edtechhub.org/2022/04/08/decolonising-open-educational-resources-oer-why-the-focus-on-open-and-access-is-not-enough-for-the-edtech-revolution/
Nascimbeni, F., & Burgos, D. (2016). In search for the open educator: Proposal of a definition and a framework to increase openness adoption among university educators. International Review of Research in Open and Distributed Learning, 17(6). doi: 10.19173/irrodl.v17i6.2736
Nascimbeni, F., Burgos, D., Campbell. L. M., & Tabacco. A. (2018). Institutional mapping of open educational practices beyond use of open educational resources. Distance Education, 39(4), 511–527. doi: 10.1080/01587919.2018.1520040
Otto, D., Schroeder, N., Diekmann, D., & Sander, P. (2021). Trends and gaps in empirical research on open educational resources (OER): A systematic mapping of the literature from 2015 to 2019. Contemporary Educational Technology, 13(4), ep325.
Paskevicius, M. (2018). Exploring educators’ experiences implementing open educational practices [Doctoral dissertation, University of Victoria]. doi: 10.5683/SP2/CA77BB
Rooney, P., Gray, G., & O’Farrell, L. (2019). The challenge of open: Empowering students or eroding privacy? OER19 recentering open: Critical and global perspectives, April 10–11, 2019, National University of Ireland, Galway.
Santana-Valencia, E. V., & Chávez-Melo, G. (2022). Teachers and digital educational inclusion in times of crisis. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 17(2).
Schreurs, B., Van den Beemt, A., Prinsen, F., Witthaus, G., Conole, G., & De Laat, M. (2014). An investigation into social learning activities by practitioners in open educational practices. IRRODL, 15(4).
Schuwer, R., & Janssen, B. (2018). Adoption of sharing and reuse of open resources by educators in higher education institutions in the Netherlands: A qualitative research of practices, motives, and conditions. International Review of Research in Open and Distributed Learning, 19(3).
Stracke, C. M., Bozkurt, A., Burgos, D., Mason, J., Ossiannilsson, E., Sharma, R. C., … Swiatek, C. (2021, September 27–October 1). Global study on open education and open science: Practices, use cases and potentials during the COVID-19 pandemic and beyond. Open Education Global Conference 2021 (OE Global 2021, online). Université de Nantes, France. doi: 10.5281/zenodo.5546182
Tlili, A., Burgos, D., Huang, R., Mishra, S., Sharma, R., & Bozkurt, A. (2021). An analysis of peer reviewed publications on open educational practices (OEP) from 2007 to 2020: A bibliometric mapping analysis. Sustainability, 13(19), 10798. doi: 10.3390/su131910798
Veletsianos, G. (2015). A case study of scholars’ open and sharing practices. Open Praxis, 7, 199–209. doi: 10.5944/openpraxis.7.3.206
Weller, M. (2012). The digital scholar. Bloomsbury Academic.
Weller, M., de los Arcos, B., Farrow, R., Pitt, B., & McAndrew, P. (2015). The impact of OER on teaching and learning practice. Open Praxis, 7(4). doi: 10.5944/openpraxis.7.4.227
Anderson, T., & Leachman, C. (2019). Strategies for supporting OER adoption through faculty and instructor use of a federated search tool. Journal of Librarianship and Scholarly Communication, 7(1).
Borthwick, K., & Gallagher-Brett, A. (2014). ‘Inspiration, ideas, encouragement’: Teacher development and improved use of technology in language teaching through open educational practice. Computer Assisted Language Learning, 27(2), 163–183. doi: 10.1080/09588221.2013.818560
Burgos, D. (Ed.). (2017). Open education policy. UNIR. Retrieved from http://bit.ly/unir-openpolicy (English) and http://bit.ly/unir-educacionabierta (Español)
Burgos, D. (2017a). Into the open: A transgenic evolution of the educational system. In 27th ICDE World Conference on Online Learning (Toronto, Canada). Retrieved from http://onlinelearning2017.ca/en/abstracts-and-presentations/.
Burgos, D. (2020). About Open Science and Open Education (Editorial). In D. Burgos (Ed.), Radical Solutions and Open Science: An Open Approach to Boost Higher Education. Lecture Notes in Educational Technology. Singapore: Springer. doi: 10.1007/978-981-15-4276-3
Cronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in higher education. International Review of Research in Open and Distributed Learning, 18(5). doi: 10.19173/irrodl.v18i5.3096
Cronin, C., & MacLaren, I. (2018). Conceptualising OEP: A review of theoretical and empirical literature in open educational practices. Open Praxis, 10(2), 127–143.
Dalsgaard, C., & Thestrup, K. (2015). Dimensions of openness: Beyond the course as an open format in online education. International Review of Research in Open and Distance Learning, 16(6). http://www.irrodl.org/index.php/irrodl/article/view/2146
Ehlers, U.-D. (2011). Extending the territory: From open educational resources to open educational practices. Journal of Open, Flexible, and Distance Learning, 15(2), 1–10. Retrieved from https://www.learntechlib.org/p/147891/
Ferrer, J., Ringer, A., Saville, K., Paris, M. A., & Kashi, K. (2022). Students’ motivation and engagement in higher education: The importance of attitude to online learning. Higher Education, 83, 317–338. doi: 10.1007/s10734-020-00657-5
Geser, G. (2007). Open educational practices and resources: The OLCOS roadmap 2012. Revista de Universidad y Sociedad del Conocimento, 4(1). doi: 10.7238/rusc.v4i1.295
Hare, S., & Sullivan, M. (2020). A qualitative study on the digital preservation of OER. Portal: Libraries and the Academy, 20(4), 749–773.
Highton, M., Fresen, J., & Wild, J. (2011). Making academic OER easy: Reflections on technology and openness at Oxford University. Journal of Open, Flexible and Distance Learning, 15(2), 28–40. Retrieved from http://journals.akoaotearoa.ac.nz/index.php/JOFDL/article/view/49
Hodgkinson-Williams, C. (2010). Benefits and challenges of OER for higher education institutions. Paper presented at the Open Educational Resources (OER) Workshop for Heads of Commonwealth Universities, Cape Town, South Africa.
Kanjilal, U. (2013). Digital repository to open educational resource repository: IGNOU’s eGyanKosh. In G. Dhanarajan & D. Porter (Eds.), Open educational resources: An Asian perspective (pp. 225–234). Vancouver , CA: Commonwealth of Learning and OER Asia. Retrieved from http://oasis.col.org/bitstream/handle/11599/23/pub_PS_OER_Asia_web.pdf
Kimmons, R., & Veletsianos, G. (2014). The fragmented educator 2.0: Social networking sites, acceptable identity fragments, and the identity constellation. Computers & Education, 72, 292–301.
Littlejohn, A., & Hood, N. (2016). How educators build knowledge and expand their practice: The case of open education resources. British Journal of Educational Technology, 48(2), 499–510. doi: 10.1111/bjet.12438
Lopukhova, J., & Makeeva, E. (2017). Creating virtual learning environment: Shared online learning in university education. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 8(2), 3046–3054. doi: 10.20533/ijcdse.2042.6364.2017.0412
Narima, M. (2022, April 8). Decolonising open educational resources (OER): Why the focus on ‘open’ and ‘access’ is not enough for the EdTech revolution. EdTech Hub. Retrieved from https://edtechhub.org/2022/04/08/decolonising-open-educational-resources-oer-why-the-focus-on-open-and-access-is-not-enough-for-the-edtech-revolution/
Nascimbeni, F., & Burgos, D. (2016). In search for the open educator: Proposal of a definition and a framework to increase openness adoption among university educators. International Review of Research in Open and Distributed Learning, 17(6). doi: 10.19173/irrodl.v17i6.2736
Nascimbeni, F., Burgos, D., Campbell. L. M., & Tabacco. A. (2018). Institutional mapping of open educational practices beyond use of open educational resources. Distance Education, 39(4), 511–527. doi: 10.1080/01587919.2018.1520040
Otto, D., Schroeder, N., Diekmann, D., & Sander, P. (2021). Trends and gaps in empirical research on open educational resources (OER): A systematic mapping of the literature from 2015 to 2019. Contemporary Educational Technology, 13(4), ep325.
Paskevicius, M. (2018). Exploring educators’ experiences implementing open educational practices [Doctoral dissertation, University of Victoria]. doi: 10.5683/SP2/CA77BB
Rooney, P., Gray, G., & O’Farrell, L. (2019). The challenge of open: Empowering students or eroding privacy? OER19 recentering open: Critical and global perspectives, April 10–11, 2019, National University of Ireland, Galway.
Santana-Valencia, E. V., & Chávez-Melo, G. (2022). Teachers and digital educational inclusion in times of crisis. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 17(2).
Schreurs, B., Van den Beemt, A., Prinsen, F., Witthaus, G., Conole, G., & De Laat, M. (2014). An investigation into social learning activities by practitioners in open educational practices. IRRODL, 15(4).
Schuwer, R., & Janssen, B. (2018). Adoption of sharing and reuse of open resources by educators in higher education institutions in the Netherlands: A qualitative research of practices, motives, and conditions. International Review of Research in Open and Distributed Learning, 19(3).
Stracke, C. M., Bozkurt, A., Burgos, D., Mason, J., Ossiannilsson, E., Sharma, R. C., … Swiatek, C. (2021, September 27–October 1). Global study on open education and open science: Practices, use cases and potentials during the COVID-19 pandemic and beyond. Open Education Global Conference 2021 (OE Global 2021, online). Université de Nantes, France. doi: 10.5281/zenodo.5546182
Tlili, A., Burgos, D., Huang, R., Mishra, S., Sharma, R., & Bozkurt, A. (2021). An analysis of peer reviewed publications on open educational practices (OEP) from 2007 to 2020: A bibliometric mapping analysis. Sustainability, 13(19), 10798. doi: 10.3390/su131910798
Veletsianos, G. (2015). A case study of scholars’ open and sharing practices. Open Praxis, 7, 199–209. doi: 10.5944/openpraxis.7.3.206
Weller, M. (2012). The digital scholar. Bloomsbury Academic.
Weller, M., de los Arcos, B., Farrow, R., Pitt, B., & McAndrew, P. (2015). The impact of OER on teaching and learning practice. Open Praxis, 7(4). doi: 10.5944/openpraxis.7.4.227