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Journal articles on the topic 'Open educational practices (OEP)'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Bellinger, Franziska, Patrick Bettinger, and Valentin Dander. "Researching Open Educational Practices (OEP)." Offenheit in Lehre und Forschung – Königsweg oder Sackgasse? 32, Offenheit in Lehre und Forschung (2018): 108–21. http://dx.doi.org/10.21240/mpaed/32/2018.10.27.x.

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Offenheit an Hochschulen wird derzeit vor dem Hintergrund der Idee einer ‹Open Education› diskutiert, welche auf die Etablierung von Open Educational Practices (OEP) und Integration von Open Educational Resources (OER) im Lehr-/Lernalltag zielt. OEP und OER werden dabei nicht losgelöst voneinander thematisiert, sondern sind in den Debatten eng miteinander verwoben. Zu konstatieren ist jedoch, dass in theoretischen und empirischen Arbeiten zu OEP eine Erläuterung dessen, was unter offenen Bildungspraktiken zu verstehen ist, weitestgehend unbeantwortet bleibt. Ausgehend von der Feststellung, das

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2

De Almeida Sousa, Janaina, and Tel Amiel. "Open Educational Practices from the perspective of open educators: Contributions to teacher professional development." Edutec. Revista Electrónica de Tecnología Educativa, no. 85 (September 29, 2023): 85–102. http://dx.doi.org/10.21556/edutec.2023.85.2853.

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Incorporating the principles of Open Educational Practices (OEP) into teacher training can help prepare future professionals for the challenges they face in their daily work, as curricula and practices are increasingly influenced by digital culture principles. As a concept that is still being consolidated, OEP can assume different meanings. This study, conducted with teachers in basic (ISCED 1-3) and higher education, aimed to identify the (1) the characteristics inherent to OEP; (2) elements of the identity of an ‘open educator’ and their relation to OEP; and (3) the perspective on OEP presen

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Morgan, Tannis, Elizabeth Childs, Irwin DeVries, Michelle Harrison, and Christina Hendricks. "Developing an Institutional open educational practices (OEP) Self Assessment Instrument." Networked Learning Conference 12 (August 16, 2024): 391–93. http://dx.doi.org/10.54337/nlc.v12.8703.

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As institutions move to considering the implementation of open education environments, it is critical to understand the characteristics and potential success factors for institutional open educational practices. Higher education institutions are changing to meet the needs of contemporary learners, and as a result, there is a need to discuss the benefits and challenges of implementing open education practices in these spaces (Paskevicius, 2017). While there are currently limited institutional case studies on openness to build upon (Morgan, 2018; Childs, Axe, Veletsianos & Webster, 2019), th

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Cronin, Catherine, and Iain MacLaren. "Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices." Open Praxis 10, no. 2 (2018): 127. http://dx.doi.org/10.5944/openpraxis.10.2.825.

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Conceptualisations of open educational practices (OEP) vary widely, ranging from those centred primarily on the creation and use of open educational resources (OER) to broader definitions of OEP, inclusive of but not necessarily focused on OER. The latter, referred to in this paper as expansive definitions of OEP, encompass open content but also allow for multiple entry points to, and avenues of, openness. This paper explores the theoretical and empirical literature to outline how the concept of OEP has evolved historically. The paper aims to provide a useful synthesis of OEP literature for ed

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Czerwonogora, Ada, and Virginia Rodés. "PRAXIS: Open Educational Practices and Open Science to face the challenges of critical Educational Action Research." Open Praxis 11, no. 4 (2019): 381. http://dx.doi.org/10.5944/openpraxis.11.4.1024.

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The paper presents the findings from PRAXIS, an educational action research project developed within academic professional learning communities (PLC) in the context of public higher education in Uruguay. As a strategy towards fostering teaching innovation, we explored the potential and benefits of academic PLC for the reflection and transformation of teaching practices, and the integration of digital technologies in a meaningful way into teaching. The approach was based on Open Science (OS) and Open Educational Practices (OEP) as foundational frameworks to face the challenges of critical Educa

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Schulte-Buskase, Alina, and Annika Gruhn. "Open Educational Practices mit, durch und trotz Open Educational Resources." MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 62 (November 6, 2024): 117–31. http://dx.doi.org/10.21240/mpaed/62/2024.11.06.x.

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Der Beitrag thematisiert die Zusammenarbeit der Hochschulstandorte Siegen und Wuppertal im Rahmen des Projekts InDigO und ihre Gestaltung von Open Educational Practices (OEP) im Kontext inklusionsorientierter Lehrkräftebildung. Unter besonderer Betrachtung von Material und dessen Bedeutsamkeit im Hochschulkontext sowie Planungsprozessen im Kontext der Lehre werden sowohl die Lehrplanung als auch Hürden und Gelingensbedingungen einer Arbeit mit Open Educational Resources (OER) skizziert. OER zeigen dabei spezifische Chancen für die kritische Reflexion eigener und fremder Lehre, die besonders in

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Fahrer, Sigrid, Sigrid Fahrer, Tamara Heck, Ronny Röwert, and Naomi Truan. "From Theoretical Debates to Lived Experiences: Autoethnographic Insights into Open Educational Practices in German Higher Education." Research Ideas and Outcomes 8 (November 17, 2022): e86663. https://doi.org/10.3897/rio.8.e86663.

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The Open Science Fellow Program built a community where researchers learned how to work openly. Within this environment, questions emerged on what it means to teach openly, i.e. which practices represent open learning and teaching and which examples can be shared amongst colleagues and peers? Different concepts of open educational practices (OEP) aim at giving answers to open learning and teaching. At the same time, OEP still lack a common definition and many discussions on the topic only give minimal or implicit guidance to concrete approaches of being open —despite the creation and sharing o

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Tlili, Ahmed, Ronghuai Huang, Ting-Wen Chang, Fabio Nascimbeni, and Daniel Burgos. "Open Educational Resources and Practices in China: A Systematic Literature Review." Sustainability 11, no. 18 (2019): 4867. http://dx.doi.org/10.3390/su11184867.

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The concepts of Open Educational Resources (OER) and Open Educational Practices (OEP), regarded as two pillars of the broader open education movement, have been evolving since the concept of OER was first coined in the 2012 Paris Declaration. Several research studies have been conducted to investigate the impacts of OER and OEP adoption and implementation in universities. However, most of those studies have focused on western and developed countries, and little information is known about developing countries, especially Asian ones. Particularly, China was one of the first Asian countries to ad

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Walsh, Pamela, Cindy Ives, and Beth Perry. "Exploring our Open Educational Practices in Support of Excellence in Graduate Education: A Collaborative Autoethnography." Open/Technology in Education, Society, and Scholarship Association Journal 3, no. 1 (2023): 1–23. http://dx.doi.org/10.18357/otessaj.2023.3.1.53.

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This paper presents the findings of our exploration of our open educational practices (OEP) with graduate students. As reflective practitioners, we used a self-study methodology and collaborative autoethnographic methods to interrogate our open approaches to teaching and supervision. We draw on our developing competencies to support the wisdom, critical thinking, resilience, and adaptability of our graduate students. The article extends preliminary findings about graduate education and open practices in relation to and emerging from earlier work (Ives et al., 2022), which committed us to furth

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Bellinger, Franziska, and Kerstin Mayrberger. "Systematic Literature Review zu Open Educational Practices (OEP) in der Hochschule im europäischen Forschungskontext." Forschung und Open Educational Resources – Eine Momentaufnahme für Europa 34, Research and OER (2019): 19–46. http://dx.doi.org/10.21240/mpaed/34/2019.02.18.x.

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Open Educational Practices (OEP) erscheinen in der Debatte um Openness im Bildungskontext und in Verbindung mit Open Educational Resources (OER) trotz einer nachweislichen Verbindung als noch relativ unterrepräsentiert. So wird hier der Annahme gefolgt, dass es aus theoretischer, empirischer wie diskursiver Perspektive notwendig erscheint für eine Kultur des Teilens und weiter eine offene Bildung im Sinne von Open Education und Open Pedagogy, die sich in Variationen von OEP manifestieren, zu sensibilisieren. Auf Grund der Bedeutung von OEP für den derzeitigen Transformationsprozess im Hochschu

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Chiappe, Andrés, and Silvia Irene Adame. "Open Educational Practices: a learning way beyond free access knowledge." Ensaio: Avaliação e Políticas Públicas em Educação 26, no. 98 (2017): 213–30. http://dx.doi.org/10.1590/s0104-40362018002601320.

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Abstract Open Educational Practices (OEP) have become a growing educational trend based on Information and Communication Technologies (ICT), which have been linked both from literature and practice with emerging and complex topics such as Massive Open Online Courses (MOOC) and Open Educational Resources (OER). This essay presents a critical approach to Open Educational Practices regarding their conceptual framework and considering a current and rather than an excessive focus on free access to knowledge. We propose that transforming educational content, making it available, is not enough to pro

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Zhang, Xiangling, Ahmed Tlili, Ronghuai Huang, et al. "A Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions." Sustainability 12, no. 21 (2020): 9129. http://dx.doi.org/10.3390/su12219129.

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Open Educational Resources (OER) have been researched for a long time in the open education field. Researchers are now shifting their focus from resources to practices for delivering open education, an area called Open Educational Practices (OEP). However, there is little information in the related literature regarding the design of an OEP-based course or the impact of these types of courses. Therefore, this study designs a new OEP-based course at a public university for teaching family education during the COVID-19 pandemic. It also investigates its impact on learning motivation and teachers’

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Tlili, Ahmed, Daniel Burgos, Ronghuai Huang, Sanjaya Mishra, Ramesh Chander Sharma, and Aras Bozkurt. "An Analysis of Peer-Reviewed Publications on Open Educational Practices (OEP) from 2007 to 2020: A Bibliometric Mapping Analysis." Sustainability 13, no. 19 (2021): 10798. http://dx.doi.org/10.3390/su131910798.

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This study undertook a bibliometric mapping analysis of research papers on Open Educational Practices (OEP) in the Web of Science and Scopus databases. This study functions as a guide for new research, serving to identify trends in the OEP field and compare the existing research so as to identify gaps and promising future paths. A total of 635 studies were obtained; however, only 156 were finally selected for the analysis. VOSviewer software was used to identify the most frequently used keywords and terms in the abstracts and titles. This software was also used to analyse the studies for co-au

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Büker, Petra, Anna-Maria Kamin, Katrin Glawe, Jana Herding, and Franziska Schaper. "Von der Entwicklung von Open Educational Resources zur Umsetzung von Open Educational Practices in der inklusiven Lehrkräftebildung." MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 62 (July 1, 2024): 1–23. http://dx.doi.org/10.21240/mpaed/62/2024.07.01.x.

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Der Beitrag beschreibt anhand identifizierter Anforderungen, erprobter Vorgehensweisen sowie gewonnener Erfahrungen im Rahmen der Verbundprojekte inklud.nrw und InDigO Implikationen für die Umsetzung einer neuen Lehr-/Lernkultur innerhalb der universitären Lehrkräftebildung. Die zeitlich aufeinanderfolgenden Projekte widmeten sich zum einen der Entwicklung inklusionsorientierter Open Educational Resources (OER) unter der Perspektive von Digitalisierung (inklud.nrw), zum anderen der Erprobung solcher offener Bildungsressourcen in Communities von Lehrenden der Bildungswissenschaften an verschied

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Bossu, Carina, and Adrian Stagg. "The potential role of Open Educational Practice policy in transforming Australian higher education." Open Praxis 10, no. 2 (2018): 145. http://dx.doi.org/10.5944/openpraxis.10.2.835.

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Open Educational Practices (OEP) have played an important role in assisting educational institutions and governments worldwide to meet their current and future educational targets in widening participation, lowering costs, improving the quality of learning and teaching and promoting social inclusion and participatory democracy. There have been some important OEP developments in Australia, but unfortunately the potential of OEP to meet some of the national educational targets has not been fully realised and acknowledged yet, in ways that many countries around the world have. This paper will gat

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Karunanayaka, Shironica P., and Som Naidu. "A design-based approach to support and nurture open educational practices." Asian Association of Open Universities Journal 12, no. 1 (2017): 1–20. http://dx.doi.org/10.1108/aaouj-01-2017-0010.

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Purpose A critical attribute of open educational practices (OEP) is the pursuit of open scholarship which comprises the release of educational resources under an open licence scheme that permits no-cost access, use, reuse, adaptation, retention and redistribution to others. The degree of openness in relation to this attribute will depend on the context and culture of the place and the people in it. When left to chance, the adoption and practice of open scholarship by educators is at best sketchy. For optimum impact, a design-based approach is essential. A central focus of such an approach will

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Chauhan, Deepika. "Open educational practices and virtual learning readiness among B.Ed. trainees." Forum for Education Studies 3, no. 1 (2024): 1527. https://doi.org/10.59400/fes1527.

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In recent time, Bachelor of Education (B.Ed.) trainees have increasingly adopted technology-oriented learning to enhance their classroom teaching and learning experiences. These trainees are also creating various learning environment, such as self-directed learning, group learning, and other activities with the digital tools. This study examined the integration of Open Educational Practices (OEP) and Virtual Learning Readiness (VLR) among B.Ed. trainees across different districts in Uttar Pradesh, India. With the growing dependence on technology, these trainees are utilizing digital resources

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Harrison, Michelle. "Openness: Student perceptions." Networked Learning Conference 12 (August 16, 2024): 234–37. http://dx.doi.org/10.54337/nlc.v12.8663.

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This short paper describes a research project which aims at investigating how students conceive and use open educational practices (OEP). A recent definition by Cronin (2017) emphasizes collaboration, participation and learner empowerment to encompass “collaborative practices that include the creation, use, and reuse of OER, as well as pedagogical practices employing participatory technologies and social networks for interaction, peer-learning, knowledge creation, and empowerment of learners” (2017, p. 4). Researchers and educators alike have considered the role of OEP in more effectively enga

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Maina, Marcelo Fabián, Gema Santos-Hermosa, Federica Mancini, and Lourdes Guàrdia Ortiz. "Open educational practices (OEP) in the design of digital competence assessment." Distance Education 41, no. 2 (2020): 261–78. http://dx.doi.org/10.1080/01587919.2020.1757407.

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Khan, Nadim Akhtar, and S. M. Shafi. "Open Educational Resources Repositories." International Journal of Digital Literacy and Digital Competence 12, no. 1 (2021): 30–44. http://dx.doi.org/10.4018/ijdldc.2021010103.

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Open educational practices (OEP) are being enriched with many repositories to support teaching and learning activities in the modern era. Hence, the study aims to understand the trends of such repositories at global level by making analysis of 782 repositories categorized under learning object repositories (LOR) in directory of open access repositories (OpenDoar) with a focus on identifying open educational resources repositories (OERR) specifically possessing ‘open educational resources' for reuse, modification, and adaption. The authors looked into LOR under different facets like global dist

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Tlili, Ahmed, Michael Agyemang Adarkwah, Chung Kwan Lo, et al. "Taming the Monster: How can Open Education Promote the Effective and Safe use of Generative AI in Education?" Journal of Learning for Development 11, no. 3 (2024): 398–413. http://dx.doi.org/10.56059/jl4d.v11i3.1657.

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The development, use, and timely promotion of Open Education (OE) has been effective in addressing myriad educational concerns, including inclusivity, accessibility and learning achievement, among many others. However, limited information exists in the literature concerning how OE could enhance Generative Artificial Intelligence (GenAI), which is receiving extensive interest and criticism at this time. To address this research gap, this study relies on the Open Educational Practices (OEP) framework of Huang et al. (2020) to provide various OEP scenarios that could help to promote and facilitat

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Mayrberger, Kerstin. "Open Educational Practices (Oep) in (Higher) Education in Transition – And Their Contribution to Equity, Participation and a Culture of Sharing in (Post-)Digitality." MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 62 (July 5, 2024): 85–103. http://dx.doi.org/10.21240/mpaed/62/2024.07.05.x.

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Der Artikel befasst sich mit Open Educational Practices (OEP) in der Hochschulbildung, sein Schwerpunkt liegt auf Partizipation und Bildungsgerechtigkeit im Kontext einer Kultur des Teilens. OEP im engeren Sinne umfassen sowohl den Zugang zu offenen und freien Bildungsressourcen (OER) als auch im weiteren Sinne die Ermöglichung partizipativer, kollaborativer und inklusiver Lehr- und Lernprozesse einschliesslich ihrer organisatorischen und strukturellen Kontexte. Der Artikel diskutiert die Bedeutung von OEP mit besonderem Fokus auf Ungleichheit, soziale Gerechtigkeit und Partizipation im Bildun

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Truan, Naomi, and Dennis Dressel. "Doing Open Science in a Research-Based Seminar: Students’ Positioning Towards Openness in Higher Education." International Review of Research in Open and Distributed Learning 23, no. 3 (2022): 153–70. http://dx.doi.org/10.19173/irrodl.v23i3.6201.

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This study investigates undergraduate students’ attitudes towards and experiences with open education practices (OEP) in a research-based linguistics seminar. Data was collected through written assignments in which two groups of students in subsequent terms were surveyed on their willingness to publish (a) academic posters in open access (OA); (b) teaching concepts as open educational resources (OER); and (c) personal reflections on the research process in OA. Through qualitative data analysis, we examine students’ apprehensions and motivations to publish their artifacts. We find that key moti

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Atkinson, Simon Paul, and Alison Fields. "Continued Importance of Open Educational Resources (OER)." Journal of Open, Flexible and Distance Learning 27, no. 1 (2023): 1–4. http://dx.doi.org/10.61468/jofdl.v27i1.597.

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   The longevity of educational delivery using Open Educational Resources (OER) and Open Education Practices (OEP) highlights the ongoing importance of open resources. Open Educational Resources are teaching and learning materials that are created and licensed as either in the public domain or as free, able to be shared, and able to be modified. During the massive uptake of online learning practices during the COVID-19 pandemic, the uptake of OER resources and practices showed only modest growth. Now that the pressure for delivering Emergency Remote Teaching (ERT) is off, it’

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Walz, Anita R., and Jyldyz Bekbalaeva. "Assessing the Potential Toward Open Educational Practices in Kyrgyzstan." Open Praxis 10, no. 2 (2018): 159. http://dx.doi.org/10.5944/openpraxis.10.2.834.

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The study was undertaken to understand the propensity for increased engagement with open educational practices (OEP), to include methods prioritizing student-centered teaching & learning, and awareness, use, and development of open educational resources (OER) among higher education faculty in Kyrgyzstan. The study employed a mixed-methods research design, combining qualitative and quantitative data obtained from 35 faculty, librarians, and administrators in institutions of higher education in Kyrgyzstan. This study aimed to identify current teaching practices and learning resource usage pr

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Chiappe, Andrés, and Alejandro Emilio Wills. "Crowd-based Open Online Education as an alternative to the Covid-19 educational crisis." Ensaio: Avaliação e Políticas Públicas em Educação 30, no. 114 (2022): 32–51. http://dx.doi.org/10.1590/s0104-403620210002903341.

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Abstract The suspension of face-to-face classes in universities and schools derived from the current health crisis related to Covid-19 has prompted a process of migration of academic activities to virtual environments. This has revealed a general lack of understanding in both the family and academic environments regarding the relationship between distance and virtual Education, generating tensions between families and educational institutions. This article presents some theoretical insights about Open Educational Practices (OEP) from an emerging perspective by revising their connections with D

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Nascimbeni, Fabio, Antonio Teixeira, Alicia García Holgado, et al. "The Opengame Competencies Framework: an Attempt to Map Open Education Attitudes, Knowledge and Skills." EDEN Conference Proceedings, no. 1 (October 21, 2020): 105–12. http://dx.doi.org/10.38069/edenconf-2020-rw-0012.

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The paper introduces the competence framework produced by the OpenGame project, that includes the attitudes, knowledge and skills that educators need to master in order to work with Open Educational Practices (OEP). With this outcome, the OpenGame research team aims at closing the gap between the expanded interest of researchers and practitioners towards a holistic vision of open education and the absence of a shared competence framework that can cover both the creation and/or use of Open Educational resources (OER) and the broader realm of OEP. Starting from literature review complemented wit

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Cronin, Catherine. "Balancing privacy and openness, using a lens of contextual integrity." Proceedings of the International Conference on Networked Learning 11 (May 14, 2018): 288–92. http://dx.doi.org/10.54337/nlc.v11.8768.

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This paper describes a qualitative, empirical research study which explored the use of open educational practices (OEP) by academic staff in higher education, focusing particularly on the findings in relation to balancing privacy and openness. The study explored meaning-making and decision-making by university educators regarding whether, why, and how they used OEP. Open educational practices have been defined as “practices which support the (re)use and production of OER through institutional policies, promote innovative pedagogical models, and respect and empower learners as co-producers on t

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Stagg, Adrian. "The ecology of the open practitioner: a conceptual framework for open research." Open Praxis 9, no. 4 (2017): 363. http://dx.doi.org/10.5944/openpraxis.9.4.662.

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Open Educational Practices (OEP) have gained traction internationally over the last fifteen years, with individuals, institutions, and governments increasingly interested in the affordances of openness. Whilst initiatives, policies, and support mechanisms are evident, there is an ever-present danger of localised contexts being unintentionally unrecognised, which has a negative effect on mainstreaming the practice sustainably. This paper presents a conceptual framework for open research based on Bronfenbrenner’s’ Ecology of Human Development (1979) and asserts that it is through an understandin

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Karunanayaka, Shironica Priyanthi, Som Naidu, J. C. N. Rajendra, and S. A. Ariadurai. "Designing Continuing Professional Development MOOCs to promote the adoption of OER and OEP." Open Praxis 10, no. 2 (2018): 179. http://dx.doi.org/10.5944/openpraxis.10.2.826.

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There is growing interest in the adoption of open educational resources (OER) and open educational practices (OEP) in a variety of contexts. Continuing professional development (CPD) among practitioners in the effective adoption of OER and OEP is critical in this scenario. Massive open online courses (MOOCs), which also grew as part of the open education movement, provide a feasible means for this purpose. MOOCs are considered a ‘disruptive innovation’ in making free and open learning opportunities accessible to large numbers. Yet, the design of an effective massive online course that is as ro

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Paskevicius, Michael, and Valerie Irvine. "Theoretical and Methodological Approaches for Investigating Open Educational Practices." Open/Technology in Education, Society, and Scholarship Association Journal 1, no. 2 (2021): 1–19. http://dx.doi.org/10.18357/otessaj.2021.1.2.11.

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To date, the phenomenon associated with open education in relation to teaching and learning practices remains under-theorized in the literature, which represents both a challenge and opportunity for further research (Bulfin et al., 2013; Howard & Maton, 2011; Knox, 2013; Veletsianos, 2015). There exists an opportunity to develop new theory, as well as to connect the phenomenon to existing theory from education, learning sciences, and pedagogical research. Much of the literature has focused on case studies, strategies for implementation, and broad approaches to institutional change which do

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Gray, Monisha Singh, and Chintamani Gautam. "Use of mobile technology in open educational practices/resources (oep/oer) in higher education." Journal of Library and Information Communication Technology 9, no. 1 (2020): 57. http://dx.doi.org/10.5958/2456-9399.2020.00008.5.

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Bozkurt, Aras. "Generative AI, Synthetic Contents, Open Educational Resources (OER), and Open Educational Practices (OEP): A New Front in the Openness Landscape." Open Praxis 15, no. 3 (2023): 178–84. http://dx.doi.org/10.55982/openpraxis.15.3.579.

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Nascimbeni, Fabio, and Daniel Burgos. "Unveiling the Relationship between the Use of Open Educational Resources and the Adoption of Open Teaching Practices in Higher Education." Sustainability 11, no. 20 (2019): 5637. http://dx.doi.org/10.3390/su11205637.

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The goal of this paper is to advance the understanding of the way university educators currently adopt open educational practices (OEP) by analyzing the relation between the use of open educational resources (OER) and the implementation of open teaching practices. The results are based on data collected through an online survey among 724 university educators. Depending on the actual use of OER and open teaching practices by the survey respondents, we have categorized them along a scale that goes from “novice” to “expert”, and we analyzed the data to evaluate their use of OER and their adoption

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McDowell, Zachary J., and Matthew A. Vetter. "Wikipedia as Open Educational Practice: Experiential Learning, Critical Information Literacy, and Social Justice." Social Media + Society 8, no. 1 (2022): 205630512210782. http://dx.doi.org/10.1177/20563051221078224.

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Building on previous research related to information literacy and learning with Wikipedia, this article interprets Wikipedia editing practices as fulfilling the Association of College and Research Libraries’ (ACRL) Framework for Information Literacy in Higher Education to better understand Wikipedia pedagogy as an Open Educational Practice (OEP) that promotes critical information literacy and social justice. Drawing primarily on data from a large-scale study conducted with students and instructors engaged in Wikipedia-based assignments in the fall of 2016, the authors explore how Wikipedia-bas

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Reder, Constanze, and Bence Lukács. "Offene Bildungspraxis erlebbar machen – die Rolle von Podcasts für Projektdokumentationen und Reflexionsprozesse." Offenheit in Lehre und Forschung – Königsweg oder Sackgasse? 32, Offenheit in Lehre und Forschung (2018): 17–27. http://dx.doi.org/10.21240/mpaed/32/2018.10.20.x.

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Der vorliegende Beitrag widmet sich der Frage, wie Reflexion als Teil akademischer Medienkompetenz an Hochschulen adressiert werden kann. Als Beispiel dient ein Praxisprojekt, über das Studierende in labs mit Open Educational Resources (frei verfügbares Bildungsmaterial, OER), aber darüber hinaus vor allem mit Open Educational Practices (offenen Bildungspraktiken, OEP) und offenen Lehrinhalten in Kontakt kommen. Dabei stehen auch andere hochschulische Akteursgruppen im Fokus, die gemeinsam mit den Studierenden in moderierten Dialogen darüber beraten, wie nicht nur OER sondern auch OEP an der H

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Morgan, Tannis, Elizabeth Childs, Christina Hendricks, Michelle Harrison, Irwin DeVries, and Rajiv Jhangiani. "How Are We Doing with Open Education Practice Initiatives? Applying an Institutional Self-Assessment Tool in Five Higher Education Institutions." International Review of Research in Open and Distributed Learning 22, no. 4 (2021): 125–40. http://dx.doi.org/10.19173/irrodl.v22i4.5745.

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This collaborative self-study examines how five higher education institutions in British Columbia (BC), Canada, have achieved momentum with openness and are implementing and sustaining their efforts. A goal of this research was to see whether an institutional self-assessment tool—adapted from blended learning and institutional transformation research—can help to assess how an institution has progressed with its open education initiatives. By adopting both an appreciative and a critical approach, the researchers at these five BC institutions compared the similarities and differences between the

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Younger, Karna, Callie Branstiter, and Peter Bobkowski. "From Passive Participants to Active Learners." Journal of New Librarianship 6, no. 1 (2021): 84–126. http://dx.doi.org/10.33011/newlibs/10/12.

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In this article, the authors argue that partnering with course faculty to develop and use open educational resources (OER) and open pedagogy to integrate information literacy (IL) into the curriculum. OER and open pedagogy can sustainably replace or compliment one-shot library sessions. As this case study indicates, creating an OER allowed a team of librarians and a professor to effectively scaffold the “Framework for Information Literacy for Higher Education” (Framework) throughout a required large-enrollment undergraduate journalism course. Including openly licensed student tutorials in the

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Bossu, Carina, Mark Brown, and David Bull. "Playing catch-up: Investigating public and institutional policies for OER practices in Australia." Journal of Open, Flexible and Distance Learning 15, no. 2 (2011): 41–54. http://dx.doi.org/10.61468/jofdl.v15i2.44.

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This article explores some of the most well-known Open Educational Resource (OER) initiatives worldwide and then reports on OER developments in Australia. It also discusses a current research project funded by the Australian Learning and Teaching Council (ALTC), including its design and methods of data collection and analysis. Although the study reported here is ongoing, a survey of the tertiary sector to establish the current ‘state of play’ of OERs in Australia has been completed. The authors examine a preliminary analysis that focuses mostly on OER policies at governmental and institutional

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Zou, Rong, Leilei Jiang, and Walton Wider. "Bibliometric Insights Into the Open Education Landscape." International Review of Research in Open and Distributed Learning 26, no. 1 (2025): 283–309. https://doi.org/10.19173/irrodl.v26i1.7953.

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This bibliometric analysis explores the rapidly growing field of open education, offering insight into its nature and the wide range of academic topics it covers. This study applies co-citation and co-word analyses approach to critically review 402 publications from the Web of Science database. The aim is to identify emerging topics, seminal works, and dominant trends in the literature on open education. The co-citation analysis identifies key publications and thematic clusters that define the field, including discussions on pedagogical innovations, equity and accessibility, quality assurance,

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Farrow, Robert, Tim Coughlan, Fereshte Goshtasbpour, and Beck Pitt. "Supported Open Learning and Decoloniality: Critical Reflections on Three Case Studies." Education Sciences 13, no. 11 (2023): 1115. http://dx.doi.org/10.3390/educsci13111115.

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Open education has been highlighted as a route to social justice and decolonisation. This paper presents reflections on decolonisation processes pertaining to three educational technology projects conducted in Sub-Saharan Africa, Myanmar and Kenya, each of which featured contributions by The Open University (UK). Through recognising the importance of under-represented Global South perspectives, we consciously and critically reflect on our cases from a Global North framing to assess the extent to which the Supported Open Learning (SOL) model for engagement supports decolonisation and related pr

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Abeywardena, Ishan Sudeera. "OXREF: Open XR for Education Framework." International Review of Research in Open and Distributed Learning 24, no. 3 (2023): 185–206. http://dx.doi.org/10.19173/irrodl.v24i3.7109.

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Extended reality (XR), which encompasses virtual reality (VR), augmented reality (AR), and mixed reality (MR), offers powerful affordances for improving teaching and learning experiences in a post-pandemic world. Increasingly, many governments and institutions around the world are making major investments in XR technologies to prepare education systems for the future. However, many of these investments remain isolated pilot projects which, while they attest to the potential of XR in education, are unlikely to be scaled up due to lack of sustainability and collaboration. Based on literature and

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Cronin, Catherine. "Symposium 3: Open, networked and connected learning: Bridging the formal/informal learning divide in higher education." Proceedings of the International Conference on Networked Learning 10 (May 9, 2016): 76–84. http://dx.doi.org/10.54337/nlc.v10.8947.

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In the age of ‘networked individualism’ (Castells, 2004; Rainie & Wellman, 2012) students enter higher education as networked individuals with extant and diverse informal learning practices, networks and identities. While higher education institutions typically focus on Virtual Learning Environments (VLEs) as the primary online hubs for students, students themselves use a wide range of online tools and resources for communicating, coordinating, collaborating and learning, i.e. building their own Personal Learning Environments (PLEs). While institutions and academic staff tend to see instit

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Marín, Victoria I., Olaf Zawacki-Richter, Cengiz H. Aydin, et al. "Institutional Measures for Supporting OER in Higher Education: An International Case-Based Study." Open Education Studies 4, no. 1 (2022): 310–21. http://dx.doi.org/10.1515/edu-2022-0019.

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Abstract Open Educational Resources (OER) in higher education cannot be put into practice without considering institutional contexts, which differ not only globally but also within the same country. Each institutional context provides educators with opportunities or limitations where Open Educational Practices (OEP) and OER for teaching and learning are involved. As part of a broader research project, and as a follow-up to national perspectives, an international comparison was conducted, based on institutional cases of nine different higher education systems (Australia, Canada, China, Germany,

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Piedra, Nelson, Janneth Chicaiza, Jorge López, and Edmundo Tovar. "Seeking Open Educational Resources to Compose Massive Open Online Courses in Engineering Education An Approach based on Linked Open Data." JUCS - Journal of Universal Computer Science 21, no. (5) (2015): 679–711. https://doi.org/10.3217/jucs-021-05-0679.

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The OER movement has tended to define "openness" in terms of access to use and reuse educational materials, and to address the geographical and financial barriers among students, teachers and self-learners with open access to high quality digital educational resources. MOOCs are the continuation of this trend of openness, innovation, and use of technology to provide learning opportunities for large numbers of learners. In the last years, the amount of Open Educational Resources on the Web has increased dramatically, especially thanks to initiatives like OpenCourseWare and other Open Educationa

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Stamatina, Koutsileou, Anastasopoulou Christina, Christaki Stavroula, and Mitrou Nikolaos. "Best collaborative practices for advocacy and promotion of Open Educational Resources." Journal of Integrated Information Management 3, no. 2 (2019): 10–14. https://doi.org/10.18780/jiim.v3i2.4351.

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<em><strong>Purpose –</strong> </em><em>The present study, after reviewing the relevant literature and the recent trends that became evident from the Open Education Global Conference 2018 (and other similar fora), documents the best practices to be adopted by the Greek academic libraries, in order to support the OER actions in Higher Education by making the Academic Community aware of the culture of OER adoption/use.</em> <em> <strong>Design/methodology/approach </strong></em><em><strong>–</strong> It emerged from the analysis of the empirical results of a </em>

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Tosato, Paolo, Beatriz Carramolino Arranz, and Bartolomé Rubia Avi. "Sharing Resources in Open Educational Communities." Qualitative Research in Education 3, no. 2 (2014): 206–31. http://dx.doi.org/10.4471/qre.2014.45.

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The spread of Internet and the latest Web developments have facilitated the connection between teachers, learners and institutions, as well as the creation and sharing of new open educational resources (OERs). Despite this, many projects and researches paid more attention on content distribution, focusing on their format and description, omitting the relationship between these materials and the collaborative environments.In this article we sustain that is more important to share resources in open educational communities (OEC) than in open educational repositories, establishing a relationship b

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Tlili, Ahmed, Fahriye Altinay, Ronghuai Huang, et al. "Are we there yet? A systematic literature review of Open Educational Resources in Africa: A combined content and bibliometric analysis." PLOS ONE 17, no. 1 (2022): e0262615. http://dx.doi.org/10.1371/journal.pone.0262615.

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Although several studies have been conducted to summarize the progress of open educational resources (OER) in specific regions, only a limited number of studies summarize OER in Africa. Therefore, this paper presents a systematic literature review to explore trends, themes, and patterns in this emerging area of study, using content and bibliometric analysis. Findings indicated three major strands of OER research in Africa: (1) OER adoption is only limited to specific African countries, calling for more research and collaboration between African countries in this field to ensure educational equ

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Arcebuche, Job Vincent M. "Students' Awareness and Usage of Open Educational Resources (OER) as Learning Tool in their Course Studies at the University of the Philippines Open University (UPOU)." Universal Journal of Educational Research 1, no. 3 (2022): 115–22. https://doi.org/10.5281/zenodo.7111203.

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The abundance of technology nowadays is contributing to the development of learning practices. This gives learners greater opportunity to find, access, and use resources to benefit learning. Open educational resources (OER) are one of the few educational developments that emerged with technology. While it is true that there are a lot of OERs available on the internet, it is unsure how many learners are aware of their existence. This research aimed to identify how many students are aware of OERs, where they use OERs, and whether the educational institution encourages OERs. The researchers surve

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Deimann, Markus, and Robert Farrow. "Rethinking OER and their use: Open education as Bildung." International Review of Research in Open and Distributed Learning 14, no. 3 (2013): 344. http://dx.doi.org/10.19173/irrodl.v14i3.1370.

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<p>Despite the recent increases of interest in open education, notably in massive open online courses (MOOCs) (Fini, 2009), it has been continuously asserted that this form of social knowledge production lacks a philosophical or theoretical foundation (Vandenberg, 1975). Similar accusations have been made with respect to distance education, such as being slow to engage with critical debates in theory and research (Evans &amp; Nation, 1992). In a similar vein, Danaher, Wyer, and Bartlett (1998) claim that researchers in open and distance learning tend to draw on too narrow a range of

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