Valuing 'open': the purpose and value of Open Educational Practices for practitioners

重视“开放”：开放教育实践对实践者的目的和价值

基本信息

批准号：
1953209
负责人：
金额：
--
依托单位：
The Open University
依托单位国家：
英国
项目类别：
Studentship
财政年份：
2017
资助国家：
英国
起止时间：
2017 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=studentship-1953209
关键词：
Valuing open purpose value Open

项目摘要

In the evolving landscape of higher education in the UK, the arrival of measurement exercises such as the NSS and now the TEF are contributing to an atmosphere of increasing pressure upon institutions to deliver a satisfying student experience and excellent teaching. What excellent teaching is, and whether this necessarily increases satisfaction, remain debatable. In the open education community, Open Educational Resources (OER) and latterly Open Educational Practices (OEP) have been posited as means to enhance teaching quality, as well as widen access to knowledge. Certainly, strong cases have been made for open access to modifiable resources, and for fostering networked, collaborative pedagogies, but these have not necessarily yet translated into widespread transformation of educational practices. Various authors of open education literature have noted that there is some way to go in terms making open practices mainstream, and have identified or suggested a variety of barriers that may stand in the way. Enthusiasm for OEP may be dampened by perceptions (not necessarily inaccurate) that it creates additional labour, or lacks recognition and reward. Furthermore, there is ambiguity about what 'open' means, given both its polyvalence and the threat of 'discursive capture' by commercial interests. While I agree that barriers to OEP are significant, it also remains the case that there are educators (widely defined) who share their work and show their processes, who engage with networked communities, who ask students to develop open resources as assessment tasks. Therefore, in this study I propose to approach the concept of OEP from a different angle: this study will focus on practitioners for whom the barriers are surmountable, for whom educating in the open, in some sense, is worth doing, however complex or difficult it may be at times. This investigation therefore seeks to discover what motivates the open educational practitioners - what they regard as the purpose and value of engaging in open practices. Through this investigation I believe it will be possible to gain insights into how such innovative pedagogical practices operate and can be encouraged and fostered, as well as allowing me to develop, test and refine the concept of Open Educational Practices.

在英国不断发展的高等教育景观中，NSS和TEF等测量练习的到来正在促进给机构越来越多的压力，以提供令人满意的学生体验和出色的教学。什么是出色的教学，以及这是否必然会提高满意度，仍然值得商bat。在开放的教育社区中，已将开放教育资源（OER）和后来开放的教育实践（OEP）作为提高教学质量以及扩大知识的访问的方式。当然，已经为公开访问可修改的资源以及培养网络，协作教学的案例已有很强的案例，但是这些案件并不一定会转化为对教育实践的广泛转变。开放教育文献的各种作者都指出，在公开实践中，有一些路要走，并确定或建议了可能阻碍的各种障碍。对OEP的热情可能会因其感知（不一定不准确）而抑制它会产生额外的劳动，或者缺乏认可和回报。此外，鉴于其多元价值和商业利益的“话语捕获”的威胁，“开放”的含义含糊不清。尽管我同意OEP的障碍是重大的，但仍然有一些教育工作者（广泛定义）分享他们的工作并展示其流程，他们与网络社区互动，他们要求学生开发开放资源作为评估任务。因此，在这项研究中，我建议从不同的角度了解OEP的概念：这项研究将集中在从业者身上，障碍是可以克服的，从某种意义上说，对他们的公开教育是值得做的，无论有时还是很复杂或困难。因此，这项调查旨在发现促使开放性教育从业者的促进的原因 - 他们认为从事开放实践的目的和价值。通过这项调查，我认为可以深入了解这种创新的教学实践如何运作和鼓励和培养，并允许我发展，测试和完善开放教育实践的概念。