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

Cronin, Catherine; MacLaren, Iain

doi:10.5944/openpraxis.10.2.825

Cited by 119 publications

(99 citation statements)

References 39 publications

(68 reference statements)

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“…As far as open pedagogy is concerned, it should be noted that with the rapid increase of the open movement-especially in 2017, which was named by Bali [34] as the "year of open"-the definitions and understanding of OEP have evolved. For instance, there is continuous debate between researchers in the global north and south about open pedagogy [35].…”

Section: What Kinds Of Oep Have Been and Are Being Implemented In China?mentioning

confidence: 99%

Open Educational Resources and Practices in China: A Systematic Literature Review

et al. 2019

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The concepts of Open Educational Resources (OER) and Open Educational Practices (OEP), regarded as two pillars of the broader open education movement, have been evolving since the concept of OER was first coined in the 2012 Paris Declaration. Several research studies have been conducted to investigate the impacts of OER and OEP adoption and implementation in universities. However, most of those studies have focused on western and developed countries, and little information is known about developing countries, especially Asian ones. Particularly, China was one of the first Asian countries to adopt open education and its related strategies following the MIT OpenCourseWare conference in Beijing in 2003. This study conducts a systematic literature review to investigate the current state of the art of OER and OEP in China. The findings show that several governmental, organizational, and institutional initiatives have been launched to facilitate OER adoption in China. They also show that while several OEPs have been implemented, there is still a continuous need to work on these practices and further investigate their impacts on learning outcomes and behaviors, as no current reviewed study has done so. Finally, a generic framework of OER and OEP challenges is presented along with recommendations to further enhance the adoption of OER and OEP in China.

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Section: What Kinds Of Oep Have Been and Are Being Implemented In China?mentioning

confidence: 99%

Open Educational Resources and Practices in China: A Systematic Literature Review

et al. 2019

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“…It is important to mention that OER cannot be understood as being synonymous or interchangeable with open science, open pedagogy, or open education (Cronin & MacLaren, 2018). Although interdependence and overlap exist, substantial differences occur in terms of practical usage and fundamental objective (Wiley & Hilton, 2018).…”

Section: Introductionmentioning

confidence: 99%

Adoption and Diffusion of Open Educational Resources (OER) in Education

Otto

2019

IRRODL

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The concept of open educational resources (OER) is becoming increasingly prominent in education.However, research circles around defining OER, content and forms of OER, technological features of OER, and the importance of the issue or lack thereof. Vital aspects such as the notion of the adoption of OER by educational practitioners remain underdeveloped. In order to shed light on the question of how to adopt OER in education, the article presents findings of a meta-study which critically reviewed 25 state-funded OER projects located in Germany. All projects aimed to anchor OER across educational areas, such as school, higher, continuing, and vocational education. The meta-analysis disclosed a mixed bag of results. Although interest and willingness to deal with OER can be confirmed, reservation is rooted in the complexity of the topic and especially the legal concerns. However, the findings demonstrate that OER can by no means be ignored in the context of teaching and learning in a digital world. Integrating OER as an aspect of existing educational training should, therefore, be encouraged.Concerning future design recommendations, to conflate OER with other pressing issues and to simultaneously emphasise its added value explicitly is a promising approach. Moreover, establishing central contact points in educational institutions to accompany and monitor actors on their path to OER appears to be necessary. Notwithstanding the concrete measures, any strategy must operate persistently at both levels, institutional and practical, embracing all relevant stakeholders.

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“…In a review of the theoretical and empirical research on OEP Cronin and MacLaren (2018) explain that a more expansive view of OEP acknowledges that OEP may in fact "emerge independently of OER and may in fact lead to OER use -rather than the reverse being the case" (p.137). Part of the conceptual confusion around OEP seems to lie in the fact that OEP -whose roots lie in open education more broadly-can also encompass open scholarship, open teaching, open pedagogy, and other OEP related concepts (p. 133).…”

Section: Defining Oepmentioning

confidence: 99%

Instructional Designers and Open Education Practices: Negotiating the Gap Between Intentional and Operational Agency

Morgan

2019

Open Praxis

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In their role as support to faculty in the course development process, Instructional Designers (IDs) can play an important part in alleviating some of the well-known barriers of open education practices (OEP): faculty time, institutional or faculty resistance to change, and institutional support for faculty (Annand & Jensen, 2017; Barker et al., 2018; Jhangiani et al., 2016). This study examines how IDs negotiate OEP in the course development process or in the process of working with faculty. The findings suggest that IDs are negotiating institutional constraints while attempting to be OEP advocates in their work. To use Campbell, Schwier and Kenny’s (2009) framing of intentional and operational agency, the IDs in this study described a high level of intentional agency, but their operational agency could be enhanced with greater clarity of expectations with respect to their role, resources and capacity to engage with OEP, clarity of directives and support from senior leadership, as well as a broader awareness of the moral and practical affordances of OEP within their institutions.

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

Cited by 119 publications

References 39 publications

Open Educational Resources and Practices in China: A Systematic Literature Review

Open Educational Resources and Practices in China: A Systematic Literature Review

Adoption and Diffusion of Open Educational Resources (OER) in Education

Instructional Designers and Open Education Practices: Negotiating the Gap Between Intentional and Operational Agency

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