MULTIPLE ROADS TOWARDS OPENNESS: EXPLORING THE USE OF OPEN EDUCATIONAL PRACTICES WITHIN AN ITALIAN UNIVERSITY
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Mar 31, 2023
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Abstract
This investigation was performed to determine whether and how the implementation of open educational practices (OEP) is directly influenced by lecturers' backgrounds and preferences in terms of teaching modalities. In particular, we have analysed the use of OEPs from a social perspective to understand whether the habit to work in online and blended settings is connected to the use of open teaching approaches. Exploring this relationship has evidenced common patterns that suggest how lecturers can be further motivated to explore areas of openness where they are not advanced concerning classroom diversity and increase the social impact of their teaching. This research shows two main approaches to openness: one focused on open educational resources only and another one with a broader perspective that embraces other aspects of openness, such as access or practices. This work will help understand the relevance of contextual variables and further explore enablers for building open education capacity across universities.
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Articles - General topics
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References
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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).
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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