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Global Open Education Graduate Network Research Presentation - Cape Town, South Africa 2017

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Michael Paskevicius
Michael Paskevicius

A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.

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Evolving Open Educational Practices in Higher Education Michael Paskevicius PhD Candidate – University of Victoria March 2017 Global OER Graduate Network: Cape Town, South Africa
Research agenda (draft as of this morning) I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
https://barbourians.wordpress.com/2011/04/27/the-island-of-research/
A three paper thesis: three islands to navigate!
Conceptualizing Open Educational Practices Within the Model of Constructive Alignment
A working definition for OEP in the context of educational development Teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, teaching resources, activities, and assessment. OEP engage both faculty and students with the use and creation of OER, draw attention to the potential afforded by open licences, facilitate open peer-review, and support student-directed projects.
Teaching & Learning Activities Learning Outcomes Assessment & Evaluation Adapted from Biggs & Tang, 2011 Teaching & Learning Resources
Teaching & Learning Activities Teaching & Learning Resources Learning Outcomes Assessment & Evaluation Accessible, clear, transparent, expansive, and student-centred learning outcomes Accessible, adaptable, shared, and collaborative resources Student as producer, peer- reviewer, collaborator, and digitally literate contributor to OEP Exposed, collaborative, and collectively improved teaching and learning activities
Link
Link
Significant findings Great potential exists throughout instructional practice for the integration of OEP, evidence of the impact on teaching and learning are emerging - more empirical research is needed Situating OEP within the model of constructive alignment may enable faculty to envision how OEP fits into their landscape of practice Issues of leadership, infrastructure, and the development of literacies for enacting OEP remain
How do faculty describe their experiences implementing open educational practices through the lens of structuration theory?
Theoretical constructs The phenomenon associated with open education remain under-theorized in the literature (Knox, 2013; Veletsianos, 2015). Common theoretical lenses include: ● communities of practice (Harris & Higgison, 2003; Koohang & Harman, 2007; Tosato & Bodi, 2011) ● activity theory (Alevizou, 2012; Porter, 2013; Cox, 2016) ● motivation and self-efficacy theories (Van Acker et al., 2014; Borthwick & Gallagher-Brett, 2014) ● learning through knowledge creation (Littlejohn & Hood, 2016)
Adapted from : Orlikowski, W. J. (2000). Using Technology and Constituting Structures: A Practice Lens for Studying Technology in Organizations. Organization Science, 11(4), 404–428. https://doi.org/10.1287/orsc.11.4.404.14600
Design of this study Openness as the enemy of knowability (Beetham, 2011) Qualitative approaches best suited for understanding perceptions and interpretations of OEP Artefacts created through OEP may be valuable sources of data
How do open educational practices impact student engagement?
Link
OEP and Networked Learning
Design of this study • Literature on student engagement with OEP is minimal • Potential linkages between student engagement and involvement in OEP • Openness inherent in OEP provides access to artefacts which may help us further understand this phenomenon • Yet to be made connections within the literature on OEP, including the relationship with constructive alignment, student engagement, and networked learning
Prepared by: Michael Paskevicius Learning Technologies Application Developer Centre for Innovation and Excellence in Learning michael.paskevicus@viu.ca Follow me: http://twitter.com/mpaskevi Portfolio: http://michaelpaskevicius.com/ Presentations: http://www.slideshare.net/mpaskevi This work is licensed under the Creative Commons Attribution 4.0 International License.. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0

More Related Content

Global Open Education Graduate Network Research Presentation - Cape Town, South Africa 2017

  • 1. Evolving Open Educational Practices in Higher Education Michael Paskevicius PhD Candidate – University of Victoria March 2017 Global OER Graduate Network: Cape Town, South Africa
  • 2. Research agenda (draft as of this morning) I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
  • 4. A three paper thesis: three islands to navigate!
  • 5. Conceptualizing Open Educational Practices Within the Model of Constructive Alignment
  • 6. A working definition for OEP in the context of educational development Teaching and learning practices where openness is enacted within all aspects of instructional practice; including the design of learning outcomes, teaching resources, activities, and assessment. OEP engage both faculty and students with the use and creation of OER, draw attention to the potential afforded by open licences, facilitate open peer-review, and support student-directed projects.
  • 7. Teaching & Learning Activities Learning Outcomes Assessment & Evaluation Adapted from Biggs & Tang, 2011 Teaching & Learning Resources
  • 8. Teaching & Learning Activities Teaching & Learning Resources Learning Outcomes Assessment & Evaluation Accessible, clear, transparent, expansive, and student-centred learning outcomes Accessible, adaptable, shared, and collaborative resources Student as producer, peer- reviewer, collaborator, and digitally literate contributor to OEP Exposed, collaborative, and collectively improved teaching and learning activities
  • 10. Link
  • 11. Significant findings Great potential exists throughout instructional practice for the integration of OEP, evidence of the impact on teaching and learning are emerging - more empirical research is needed Situating OEP within the model of constructive alignment may enable faculty to envision how OEP fits into their landscape of practice Issues of leadership, infrastructure, and the development of literacies for enacting OEP remain
  • 12. How do faculty describe their experiences implementing open educational practices through the lens of structuration theory?
  • 13. Theoretical constructs The phenomenon associated with open education remain under-theorized in the literature (Knox, 2013; Veletsianos, 2015). Common theoretical lenses include: ● communities of practice (Harris & Higgison, 2003; Koohang & Harman, 2007; Tosato & Bodi, 2011) ● activity theory (Alevizou, 2012; Porter, 2013; Cox, 2016) ● motivation and self-efficacy theories (Van Acker et al., 2014; Borthwick & Gallagher-Brett, 2014) ● learning through knowledge creation (Littlejohn & Hood, 2016)
  • 14. Adapted from : Orlikowski, W. J. (2000). Using Technology and Constituting Structures: A Practice Lens for Studying Technology in Organizations. Organization Science, 11(4), 404–428. https://doi.org/10.1287/orsc.11.4.404.14600
  • 15. Design of this study Openness as the enemy of knowability (Beetham, 2011) Qualitative approaches best suited for understanding perceptions and interpretations of OEP Artefacts created through OEP may be valuable sources of data
  • 16. How do open educational practices impact student engagement?
  • 17. Link
  • 18. OEP and Networked Learning
  • 19. Design of this study • Literature on student engagement with OEP is minimal • Potential linkages between student engagement and involvement in OEP • Openness inherent in OEP provides access to artefacts which may help us further understand this phenomenon • Yet to be made connections within the literature on OEP, including the relationship with constructive alignment, student engagement, and networked learning
  • 20. Prepared by: Michael Paskevicius Learning Technologies Application Developer Centre for Innovation and Excellence in Learning michael.paskevicus@viu.ca Follow me: http://twitter.com/mpaskevi Portfolio: http://michaelpaskevicius.com/ Presentations: http://www.slideshare.net/mpaskevi This work is licensed under the Creative Commons Attribution 4.0 International License.. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0

Editor's Notes

  1. Thank you!