Open educational practices in higher education: institutional adoption and challenges

Murphy, Angela

doi:10.1080/01587919.2013.793641

Cited by 77 publications

(50 citation statements)

References 8 publications

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“…Research studies deal with this broad definition of OEP in various ways. Some focus primarily on the OER aspects of OEP (Armellini & Nie, 2013;Atenas, Havemann, & Priego, 2014;Hogan, Carlson, & Kirk, 2015;Karunanayaka, Naidu, Rajendra, & Ratnayake, 2015;Murphy, 2013;Schreurs et al, 2014). Other studies explore broader aspects of OEP such as open pedagogies and learning in open networks (Casey & Evans, 2011;Nascimbeni & Burgos, 2016; …”

Section: Open Educational Practices (Oep)mentioning

confidence: 99%

Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education

Cronin

2017

IRRODL

305

204

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Open educational practices (OEP) is a broad descriptor of practices that include the creation, use, and reuse of open educational resources (OER) as well as open pedagogies and open sharing of teaching practices. As compared with OER, there has been little empirical research on individual educators' use of OEP for teaching in higher education. This research study addresses that gap, exploring the digital and pedagogical strategies of a diverse group of university educators, focusing on whether, why, and how they use OEP for teaching. The study was conducted at one Irish university; semi-structured interviews were carried out with educators across multiple disciplines. Only a minority of educators used OEP. Using constructivist grounded theory, a model of the concept "Using OEP for teaching" was constructed showing four dimensions shared by open educators: balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching role expectations. The use of OEP by educators is complex, personal, and contextual; it is also continually negotiated. These findings suggest that research-informed policies and collaborative and critical approaches to openness are required to support staff, students, and learning in an increasingly complex higher education environment.

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Section: Open Educational Practices (Oep)mentioning

confidence: 99%

Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education

Cronin

2017

IRRODL

305

204

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“…The latter is a broader, superordinate category that encompasses the creation, adaptation, and adoption of OER and even open course design and development (Andrade et al, 2011;Ehlers, 2011;Murphy, 2013), but which places pedagogy (and therefore learners) at its core. OEP most often manifests in the form of "renewable" course assignments (Wiley, 2013) in which students update or adapt OER (e.g., with local examples or statistics), create OER (e.g., instructional videos or even test questions), or otherwise perform scaffolded public scholarship (e.g., writing op-ed pieces or annotating readings on the open web; Jhangiani, 2015b).…”

Section: Resources Vs Practicesmentioning

confidence: 99%

Pragmatism vs. Idealism and the Identity Crisis of OER Advocacy

Jhangiani

2017

Open Praxis

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The open education (OE) movement is in its adolescent years and experiencing an identity crisis as it is pulled towards both pragmatism (marked by an emphasis on cost savings, resources, and incremental change) and idealism (marked by an emphasis on permissions, practices, and radical change). In this article, I describe these tensions (free vs. freedom; evolution vs. revolution; and resources vs. practices) before going on to argue in favour of a nuanced resolution to this Eriksonian crisis that reflects the diverse needs and motivations of educators. The merits of an integrated approach and its implications for the future trajectory of the OE movement are discussed.

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“…In academic contexts, open practices take three main forms, " (1) (Veletsianos & Kimmons, 2012a, p. 2), and include teaching, learning, and research activities. In instruction, they frequently (though not exclusively) include the creation, use, re-use, adaptation, and dissemination of open educational resources (Armellini & Nie, 2013;Murphy, 2013;Nikoi & Armellini, 2012;Tuomi, 2013;UNESCO, 2002).…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

A case study of scholars’ open and sharing practices

Veletsianos

2015

Open Praxis

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Although the open scholarship movement has successfully captured the attention and interest of higher education stakeholders, researchers currently lack an understanding of the degree to which open scholarship is enacted in institutions that lack institutional support for openness. I help fill this gap in the literature by presenting a descriptive case study that illustrates the variety of open and sharing practices enacted by faculty members at a North American university. Open and sharing practices enacted at this institution revolve around publishing manuscripts in open ways, participating on social media, creating and using open educational resources, and engaging with open teaching. This examination finds that certain open practices are favored over others. Results also show that even though faculty members often share scholarly materials online for free, they frequently do so without associated open licenses (i.e. without engaging in open practices). These findings suggest that individual motivators may significantly affect the practice of openness, but that environmental factors (e.g., institutional contexts) and technological elements (e.g., YouTube's default settings) may also shape open practices in unanticipated ways.

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Open educational practices in higher education: institutional adoption and challenges

Cited by 77 publications

References 8 publications

Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education

Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education

Pragmatism vs. Idealism and the Identity Crisis of OER Advocacy

A case study of scholars’ open and sharing practices

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