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Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices

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Presentation at Open Education Global Conference, April 24th, 2018 - based on a paper by Catherine Cronin & Iain MacLaren (2018), Open Praxis, 10(2).

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Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices

  1. 1. EP Conceptualising Image: CC0 by Nadine Shaabana Catherine Cronin & Iain MacLaren  CELT, NUI Galway #OEGlobal18 #go_gn  Delft  24th April 2018 A review of theoretical & empirical literature
  2. 2. contact details: @catherinecronin @iainmacl all sources and references available at: bit.ly/OEGlobal18_Cronin
  3. 3. open education goal  philosophy  values resources, tools and practices that employ a framework of open sharing to improve educational access and effectiveness worldwide - The Open Education Consortium
  4. 4. Image: CC0 by pulpolux
  5. 5. Image: CC0 by pulpolux There are many histories, many stories of open education see recent work by Christina Hendricks, Tannis Morgan, Vivien Rolfe, & more
  6. 6. Use/reuse/creation of OER and collaborative, pedagogical practices employing social and participatory technologies for interaction, peer-learning, knowledge creation and sharing, and empowerment of learners. Open Educational Practices (OEP)
  7. 7. Survey of theoretical & empirical OEP literature (Cronin & MacLaren, 2018) Definitions focused on OER use/reuse/creation Expansive definitions: multiple entry points and avenues of openness Similar dichotomy observed in definitions of open pedagogy (see DeRosa & Robison, 2016; Wiley, 2017)
  8. 8. Geser (2007) OLCOS project (2006-2007) “Open educational practices… involve students in active, constructive engagement with content, tools and services in the learning process, and promote learners’ self- management, creativity and working in teams.” (Geser, 2007)
  9. 9. OPAL project (2010-2011) Andrade, et al. (2011) Ehlers (2011) “OEP are defined as practices which support the (re)use and production of OER through institutional policies, promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning path.” (Andrade et al., 2011)
  10. 10. UKOER programme (2009-2012) Beetham, et al. (2012) McGill, et al. (2013) “Open educational practices… encompass all of the following” • OER use/reuse/creation • Open/public pedagogies • Open learning • Open scholarship • Open sharing of teaching ideas • Use of open technologies (Beetham et al., 2012)
  11. 11. CILT research (2009-present) Hodgkinson-Williams (2014) Hodgkinson-Williams & Arinto (2017) Czerniewicz, et al. (2017) Five attributes of openness within a larger Open Education cycle: • Technical • Legal • Cultural • Pedagogical • Financial (Hodgkinson-Williams, 2014)
  12. 12. Survey of theoretical OEP literature OLCOS OPAL UKOER − CILT − Independent studies; European scope Focus on OER use/reuse/creation and collaborative pedagogical practices UK study; expanded the concept of OEP Decouple OER/OEP; importance of context South African/Global South focus Broaden understanding of context; assess complexity of openness in practice
  13. 13. Open Educational Practices (OEP) Using/reusing/ creating OER Collaborative, learner- centred practices employing social & participatory technologies for interaction, peer-learning, knowledge creation & sharing, and empowerment of learners OER open pedagogy + other forms of OEP well-established link
  14. 14. Open Educational Practices (OEP) Using/reusing/ creating OER Collaborative, learner- centred practices employing social & participatory technologies for interaction, peer-learning, knowledge creation & sharing, and empowerment of learners OER open pedagogy + other forms of OEP emerging in situated studies of OER/OEP well-established link See: Beetham et al (2012), Cronin (2017), Czerniewicz et al. (2017), Nascimbeni & Burgos (2016)
  15. 15. Openness is not the opposite of closed-ness, nor is there simply a continuum between the two… An important question becomes not simply whether education is more or less open, but what forms of openness are worthwhile and for whom; openness alone is not an educational virtue. Richard Edwards (2015) @RichardEd1 Knowledge infrastructures and the inscrutability of openness in education Learning, Media and Technology 40(3)
  16. 16. Survey of theoretical & empirical OEP literature (Cronin & MacLaren, 2018) Expansive conceptualisations of OEP:  Encompass a broad view of scholarship  Acknowledge potential decoupling of OER & OEP  Recognise the integral role of context  Acknowledge the need for critical approaches and inequality-focused perspectives
  17. 17. Le spectre de la rose Jerome Robbins Dance Division, NYPL Thank You! slideshare.net/cicronin bit.ly/OEGlobal_Cronin

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