Open Educational Resources and the Transformation of Education

Tuomi, Ilkka

doi:10.1111/ejed.12019

Cited by 105 publications

(72 citation statements)

References 37 publications

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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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Section: Review Of Relevant Literaturementioning

confidence: 99%

A case study of scholars’ open and sharing practices

Veletsianos

2015

Open Praxis

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“…5 market tools. 13 In doing so, Tuomi undercuts the kind of neoliberal rhetoric that confuses commercial value and social values in much OER literature. UNESCO and the Cape Town Open Education Declaration, oft cited foundational OER touchstones, emphasize "universal access" to education as a core tenet of the OER movement and discuss the potential for OER to incite pedagogical reform but don't explicitly reject a neoliberal formulation of educational value.…”

Section: Utopia Neoliberalism and Privilegementioning

confidence: 99%

Open Educational Resources and Rhetorical Paradox in the Neoliberal Univers(ity)

Almeida

2017

JournalCritLIS

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As a phenomenon and a quandary, openness has provoked conversations about inequities within higher education systems, particularly in regards to information access, social inclusion, and pedagogical practice. But whether or not open education can address these inequities, and to what effect, depends on what we mean by "open" and specifically, whether openness reflexively acknowledges the fraught political, economic, and ethical dimensions of higher education and of knowledge production processes. This essay explores the ideological and rhetorical underpinnings of the open educational resource (OER) movement in the context of the neoliberal university. This essay also addresses the conflation of value and values in higher education-particularly how OER production processes and scholarship labor are valued. Lastly, this essay explores whether OER initiatives provide an opportunity to reimagine pedagogical practices, to reconsider authority paradigms, and potentially, to dismantle and redress exclusionary educational practices in and outside of the classroom. Through a critique of neoliberalism as critically limiting, an exploration of autonomy, and a refutation of the precept that OER can magically solve social inequalities in higher education, the author ultimately advocates for a reconsideration of OER in context and argues that educators should prioritize conversations about what openness means within their local educational communities.

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“…It, therefore, becomes important to consider openness in the context of contemporary academic practices of institutions to address the barriers to participation (Oliver, 2015). Openness is a broad concept, debatable, and ever evolving; and, as mentioned by Tuomi (2013), has social, economic, cognitive and technical dimensions. In the present study, only the key notions, associated with openness in academic institutions, and relevant to the objectives of the study, were considered.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Faculty Perception of Openness and Attitude to Open Sharing at the Indian National Open University

Panda

Santosh²

2017

IRRODL

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In the past decade, the educational scenario world over needs of diverse communities. However, adoption of openness as a core value and as part of the institutional strategy still remains a challenge for academic institutions in general, and distance education institutions in particular, in developing countries like India. In this research study, the authors report an analysis of the perception of the faculty of the Indira Gandhi National Open University of India (IGNOU) about openness and their attitude towards sharing of resources in academic institutions. Data was collected through a structured questionnaire administered to the teachers and academics of IGNOU (N=69). The results indicated that: the faculty members valued sharing of resources in academic institutions; learning resources should be made available free of cost; there is a strong need for training on intellectual property rights, copyright, and creation and use of OER; and there should be an institutional policy on OER for its effective use.

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Open Educational Resources and the Transformation of Education

Cited by 105 publications

References 37 publications

A case study of scholars’ open and sharing practices

A case study of scholars’ open and sharing practices

Open Educational Resources and Rhetorical Paradox in the Neoliberal Univers(ity)

Faculty Perception of Openness and Attitude to Open Sharing at the Indian National Open University

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