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首页> 外文期刊>International Review of Research in Open and Distributed Learning >Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education
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Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education

机译：开放性与实践性：探索高等教育中开放教育实践的运用

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摘要

Open educational practices (OEP) is a broad descriptor of practices that include the creation, use, and reuse of open educational resources (OER) as well as open pedagogies and open sharing of teaching practices. As compared with OER, there has been little empirical research on individual educators’ use of OEP for teaching in higher education. This research study addresses that gap, exploring the digital and pedagogical strategies of a diverse group of university educators, focusing on whether, why, and how they use OEP for teaching. The study was conducted at one Irish university; semi-structured interviews were carried out with educators across multiple disciplines. Only a minority of educators used OEP. Using constructivist grounded theory, a model of the concept “Using OEP for teaching” was constructed showing four dimensions shared by open educators: balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching role expectations. The use of OEP by educators is complex, personal, and contextual; it is also continually negotiated. These findings suggest that research-informed policies and collaborative and critical approaches to openness are required to support staff, students, and learning in an increasingly complex higher education environment.
机译：开放式教育实践（OEP）是对实践的广义描述，包括开放式教育资源（OER）的创建，使用和重用以及开放式教学法和开放式教学实践的共享。与OER相比，很少有关于个别教育者使用OEP进行高等教育教学的实证研究。这项研究旨在解决这一差距，探索各种大学教育者的数字和教学策略，重点是他们是否，为什么以及如何使用OEP进行教学。该研究是在一所爱尔兰大学进行的。与跨学科的教育工作者进行了半结构化访谈。只有少数教育者使用OEP。使用建构主义扎根的理论，构建了“使用OEP进行教学”概念的模型，显示了开放教育者共有的四个方面：平衡隐私和开放性，发展数字素养，重视社会学习以及挑战传统的教学角色期望。教育工作者对OEP的使用既复杂，个人又因地制宜;它也在不断协商中。这些发现表明，在日益复杂的高等教育环境中，需要以研究为依据的政策以及协作性和批判性的开放性方法，以支持员工，学生和学习。

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