‘Dark reuse’: an empirical study of teachers’ OER engagement

Beaven, Tita

doi:10.5944/openpraxis.10.4.889

Cited by 32 publications

(58 citation statements)

References 27 publications

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“…Although over the years the conceptual understanding of OER has improved, more insights are needed on teachers' practices with OER (Beaven, 2018;Schuwer and Janssen, 2018). This study aimed to explore teachers' practices and to elicit the need for support to foster OER adoption within a Dutch University of Applied Sciences.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…However, this does not imply that reuse is not happening, as it might take place 'below the radar' (Glennie, Harley and Butcher, 2012). A recent study by Beaven (2018) showed that most practices are hidden and that adoption most often takes place in what Wiley (2009) has called ' dark reuse'. Teachers either find resources somewhere online, receive resources from their colleagues or already have resources in their personal collections.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ Adoption of Open Educational Resources in Higher Education

Baas¹,

Admiraal²,

Berg

2019

Journal of Interactive Media in Education

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Open Educational Resources (OER) have the potential to change the domain of higher education; however, adoption is still limited. As teachers are the pivotal actors to adopt OER, more insights are needed on their practices with OER and need of support. This exploratory study uses the OER Adoption Pyramid as a framework to analyse adoption of OER within a Dutch University of Applied Sciences. A questionnaire (n = 143) and semi-structured interviews with teachers who had some experience with sharing or using OER (n = 11) offered insights into the current state of affairs on adoption and need of support. The results revealed that informal sharing of resources within teachers' personal networks happens frequently whereas the use of OER is more limited. If teachers use OER, they are mainly used 'as-is' or for a source of inspiration. Our findings indicate that the OER Adoption Pyramid does not properly describe the sequence of each layer within the context of this study. Availability must be lower in the pyramid as a prerequisite for teachers to explore their capacity and volition. Hence, the findings underline the need of support on subject-specific overviews of OER and the creation of national or institutional teacher communities. To improve our understanding, future research should focus on qualitative studies focusing on one case in which teachers engage with OER. This could lead to extensive insights on the factors and sequence of the OER Adoption Pyramid within different contexts.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teachers’ Adoption of Open Educational Resources in Higher Education

Baas¹,

Admiraal²,

Berg

2019

Journal of Interactive Media in Education

View full text Add to dashboard Cite

show abstract

“…Whereas formal changes, such as linguistic adaptations, predominate (Beaven, 2018), content-related adjustments affect deleting and arranging of content. Specifically, with open textbooks, less content is added and hardly ever remixed (Hilton III, Lutz, & Wiley, 2012).…”

Section: Literature On the 5 R'smentioning

confidence: 99%

“…According to the remix problem, there is little empirical evidence that OER components involving processing and mixing of materials are realised (Wiley, Bliss, & McEwen, 2014). Other studies, in turn, see the OER cycle anchored in teachers' practice (Beaven, 2018). Thus, it remains open to what extent remixing takes place and is not answered within empirical studies.…”

Section: Literature On the 5 R'smentioning

confidence: 99%

Designing Open Informational Ecosystems on the Concept of Open Educational Resources

Heck

Kullmann

Hiebl

et al. 2020

Open Education Studies

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Open informational ecosystems play a crucial role in fostering open educational resources (OER) and allow new opportunities to share and collaborate in the learning and teaching environment. Such ecosystems containing interoperable infrastructures and open interfaces aim at fulfilling user needs and fostering practices related to the concept of OER and the five user rights (5 R’s). To fully embrace this role, those ecosystems need to be designed carefully.In this paper, we discuss implications for open informational ecosystems to fully comprise the concept of OER and related user needs. We carried out literature reviews to analyse recent aspects of the 5 R’s in relation to user behaviour and infrastructures. We will introduce the results from these reviews and illustrate upcoming questions and challenges for the design of an ecosystem respecting the 5 R’s conceptual ideas. With our recommendations, we aim at contributing to a better understanding of the concept of OER to improve ecosystem development and implement useful and user-friendly functions.

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“…Although the benefits of OER in education have been proved [21,22], the use of OER seems to be low in higher education [23][24][25]. Nevertheless, it does not mean that the reuse of these resources is not happening.…”

Section: Lifelong Learning and Oermentioning

confidence: 99%

Human-Centered Design as an Approach to Create Open Educational Resources

2020

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Open educational resources (OER) play an important role in teaching and learning, especially in lifelong learning. Educational resources should be created in a way that addresses lifelong learners’ needs. Human-centered design (HCD) is a design perspective and an iterative process that involves users in all phases of the process. Thus, an HCD approach can provide relevant advantages when creating OER for lifelong learning. This work presents the Design Toolkit as a case study of digital open educational contents for design education that has been created following an HCD process. The orientation of the Design Toolkit is to provide users OER in a tool format rather than in a traditional manner. The main goal of this research is to contribute to the understanding of how HCD impacts OER creation. The research focuses on teachers, assessing the Design Toolkit content organization and analyzing teacher adoption and usage of the resources. The HCD approach fosters teachers’ satisfaction, promotes OER adoption and provides new design requirements for a future iteration of the HCD process. The results show that designing OER involving users through an HCD approach sets the focus adequately on their needs and limitations. Teachers feel satisfied with the Design Toolkit, fostering the adoption of OER in different educational contexts. Finally, users’ involvement in the whole HCD process points out design and educational requirements for future work.

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‘Dark reuse’: an empirical study of teachers’ OER engagement

Cited by 32 publications

References 27 publications

Teachers’ Adoption of Open Educational Resources in Higher Education

Teachers’ Adoption of Open Educational Resources in Higher Education

Designing Open Informational Ecosystems on the Concept of Open Educational Resources

Human-Centered Design as an Approach to Create Open Educational Resources

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