Student Perceptions of Open Pedagogy: An Exploratory Study (original) (raw)
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Open education, as embodied in open educational resources (OER) and OpenCourseWare (OCW), has met and dealt with several key problems. The movement now has a critical mass of available content. Leveraging no small amount of funding and associated development, open education has the tools to collect, disseminate, and support the discovery of open materials. Now that the foundation for openness has been laid, practitioners are experimenting with new kinds of education and pedagogies associated with open content (Weller, 2009; di Savoia, 2009). Problem-based learning is one of many progressive pedagogies that might be combined with open education. This paper defines problem-based learning in the context of open education. Unique challenges are presented and discussed alongside possible solutions, realistic limitations, and calls for implementation in the future to test validity.
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Rethinking Pedagogy for a Digital Age, 2019
This chapter explores the use of open educational practices (OEP) in higher education, the tensions posed by all forms of openness within the academy, the importance of critical approaches to openness, and specific policy considerations to facilitate open education approaches in the curriculum. Open educational resources and OEP emerged as some key areas of development within open education. Through the use of OEP, open educators aim to acknowledge the ubiquity of knowledge across networks and to facilitate learning that fosters agency, empowerment, and global civic participation. Open educators’ use of OEP is complex, personal, contextual, and continually negotiated within sometimes supportive, sometimes unsupportive institutional policy contexts and cultures. Intellectual Property policies at higher education institutions typically state that all work arising from the course of employment remains the intellectual property of the institution. Copyright is one specific form of intel...
Student experiences of Open Educational Practices: a systematic literature review
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The purpose of this literature review was to gain a deeper understanding of student experiences of open educational practices (OEP). The research was conducted against the backdrop of a small, publicly funded university in Canada that offers a masters-level program delivered largely though open learning environments. A systematic literature review identified both benefits and challenges to OEP, related to open learning digital environments, tools and activities as well as institutional services and supports. Students further experienced benefits in working with others, developing a sense of self, and increased learning engagement. They also reported challenges associated with anxiety and with practical aspects such as privacy, copyright, and time management. Much can be learned from research into existing collaborative and related educational practices that preceded concepts of OEP. The study recommends increased focus on scaffolding for faculty and students in the implementation of...