Open Education and Learning Design: Open Pedagogy in Praxis
| dc.contributor.author | Paskevicius, Michael | |
| dc.contributor.author | Irvine, Valerie | |
| dc.date.accessioned | 2020-08-14T18:47:48Z | |
| dc.date.available | 2020-08-14T18:47:48Z | |
| dc.date.copyright | 2019 | en_US |
| dc.date.issued | 2019 | |
| dc.description.abstract | Beyond providing alternatives to traditional learning resources, there exists a gap in the literature in understanding how openness is impacting teaching and learning in higher education. This paper explores the ways in which educators describe how open education is impacting their pedagogical designs. Using a phenomenological approach with self-identifying open education practitioners, we explore how open educational practices (OEP) are being actualised in formal higher education in the context of British Columbia (BC), Canada. The findings suggest that OEP represent an emerging form of learning design, which draws from existing models of constructivist and networked pedagogy, while using the affordances of open tools and content to create and share learning in novel ways. Faculty members report finding ways to use open approaches and technologies to support and enable active learning experiences, present and share learners’ work in real-time, support formative feedback, peer review, and, ultimately, promote community-engaged coursework. By designing learning in this way, faculty members offer learners an opportunity to consider and practise developing themselves as public citizens, develop their knowledge and literacies for working appropriately 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 more widely, demonstrates to them that their work has inherent value beyond the course and can be an opportunity for them to engage directly with their community. | en_US |
| dc.description.reviewstatus | Reviewed | en_US |
| dc.description.scholarlevel | Faculty | en_US |
| dc.description.sponsorship | The authors would like to thank all of the faculty members who participated in in this study by offering their time, insight, and thoughtful reflections on their practice. We also wish to thank the anonymous reviewers for their helpful comments and insightful critiques on an earlier draft of this paper. | en_US |
| dc.identifier.citation | Paskevicius, M., & Irvine, V. (2019). Open Education and Learning Design: Open Pedagogy in Praxis. Journal of Interactive Media in Education, 2019(1), 1-10. http://doi.org/10.5334/jime.512. | en_US |
| dc.identifier.uri | http://doi.org/10.5334/jime.512 | |
| dc.identifier.uri | http://hdl.handle.net/1828/11988 | |
| dc.language.iso | en | en_US |
| dc.publisher | Journal of Interactive Media in Education | en_US |
| dc.subject | Open educational practices | en_US |
| dc.subject | open pedagogy | en_US |
| dc.subject | learning design | en_US |
| dc.subject | open and networked learning | en_US |
| dc.subject | technology integrated learning | en_US |
| dc.subject | digital literacy | en_US |
| dc.title | Open Education and Learning Design: Open Pedagogy in Praxis | en_US |
| dc.type | Article | en_US |