Exploring educators experiences implementing open educational practices

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dc.contributor.author Paskevicius, Michael
dc.date.accessioned 2018-12-17T19:37:48Z
dc.date.available 2018-12-17T19:37:48Z
dc.date.copyright 2018 en_US
dc.date.issued 2018-12-17
dc.identifier.uri https://dspace.library.uvic.ca//handle/1828/10414
dc.identifier.uri https://doi.org/10.5683/SP2/CA77BB
dc.description.abstract This research focuses on how educators are using openly accessible sources of knowledge and open-source tools in ways that impact their pedagogical designs. Using a phenomenological approach with self-identifying open education practitioners, I explore how open educational practices (OEP) are being actualized in formal higher education and impacting learning design. Specifically, I examine how educators are bringing elements of openness into their everyday teaching and learning practice using educational technologies. I draw upon Giddens (1986) structuration theory, further developed for use in technology adoption research most notably by DeSanctis and Poole (1994) and Orlikowski (2000). This approach positions technologies as being continually socially constructed, interpreted, and put into practice. In an organizational context, the use of technology is intrinsically linked with institutional properties, rules and norms, as well as individual perceptions and knowledge. The findings suggest that OEP represents an emerging form of learning design, which draws from existing models of constructivist and networked pedagogy. Open technologies are being used to support and enable active learning experiences, presenting and sharing learners work in real-time, allowing for formative feedback, peer review, and ultimately, promoting community-engaged coursework. By designing learning in this way, faculty offer learners an opportunity to consider and practice developing themselves as public citizens and develop the knowledge and literacies for working with copyright and controlling access to their online contributions, while presenting options for extending some of those rights to others. Inviting learners to share their work widely, demonstrates to them that their work has inherent value beyond the course and can be an opportunity to engage with their community. Dataset available: https://doi.org/10.5683/SP2/CA77BB en_US
dc.language English eng
dc.language.iso en en_US
dc.rights Available to the World Wide Web en_US
dc.subject open educational practices en_US
dc.subject open pedagogy en_US
dc.subject learning design en_US
dc.subject technology integrated learning en_US
dc.subject open and networked learning en_US
dc.subject structuration theory en_US
dc.title Exploring educators experiences implementing open educational practices en_US
dc.type Thesis en_US
dc.contributor.supervisor Irvine, Valerie
dc.degree.department Department of Curriculum and Instruction en_US
dc.degree.level Doctor of Philosophy Ph.D. en_US
dc.description.scholarlevel Graduate en_US

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