A case study of scholars’ open and sharing practices

Veletsianos, George

doi:10.5944/openpraxis.7.3.206

Cited by 31 publications

(29 citation statements)

References 31 publications

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“…Openness is a sociocultural phenomenon, as is higher education; both are situated in and reflect their specific contexts and cultures (Peter & Deimann, 2013;Siemens & Matheos, 2010). A sociocultural framework is used by Veletsianos (2010Veletsianos ( , 2015 and Kimmons (2012a, 2012b) have found Archer's (2003) social realist theory to be a useful framework. Archer's work identifies three interdependent strata of reality: structure (e.g., institutional systems, policies), culture (e.g., norms, ideas, beliefs), and agency (individual freedom to act).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education

Cronin

2017

IRRODL

312

204

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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.

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Section: Theoretical Frameworkmentioning

confidence: 99%

“…Cronin 18 Veletsianos, 2015;Waycott, Sheard, Thompson, & Clerehan, 2013) and power relations and inequality (Czerniewicz, Deacon, Glover, & Walji, 2017;Rowe, Bozalek, & Frantz, 2013;Smyth, Bossu, & Stagg, 2016).…”

Section: Openness and Praxis: Exploring The Use Of Open Educational Pmentioning

confidence: 99%

Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education

Cronin

2017

IRRODL

312

204

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“…Rolfe (2012) assessed staff awareness and behaviors surrounding OER with a focus on attitude to sharing resources. Veletsianos (2015) …”

Section: Openness and Sharing In The Context Of Distance Educationmentioning

confidence: 99%

Faculty Perception of Openness and Attitude to Open Sharing at the Indian National Open University

Panda

Santosh²

2017

IRRODL

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In the past decade, the educational scenario world over needs of diverse communities. However, adoption of openness as a core value and as part of the institutional strategy still remains a challenge for academic institutions in general, and distance education institutions in particular, in developing countries like India. In this research study, the authors report an analysis of the perception of the faculty of the Indira Gandhi National Open University of India (IGNOU) about openness and their attitude towards sharing of resources in academic institutions. Data was collected through a structured questionnaire administered to the teachers and academics of IGNOU (N=69). The results indicated that: the faculty members valued sharing of resources in academic institutions; learning resources should be made available free of cost; there is a strong need for training on intellectual property rights, copyright, and creation and use of OER; and there should be an institutional policy on OER for its effective use.

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“…That being said, copyright remains a subject of debate. It is poorly understood by the wider public (Boldrin & Levine, 2013;Aboyade, 2015), requiring OER organizations to invest in training and in the development of management skills (Chang & Hong, 2014;Caro & Lesko, 2014;Corbett, 2011;Veletsianos, 2015;Hobbs, 2016).…”

Section: Oers and The Lawmentioning

confidence: 99%

“…Siyavula releases its materials under CC BY licenses as a general rule; these are public copyright licenses that allow original works to be freely used, modified and shared (Liu et al, 2014 (Veletsianos, 2015). Even in the higher education sector, it was found that while most academics were aware of copyright licensing, they were unfamiliar with CC licensing (Veletsianos, 2015). In such a context, the literature urges the proactive involvement of educators in clarifying copyright law and fair use in the context of educational practice (Hobbs, 2016;Rolfe, 2012).…”

Section: Open Licensingmentioning

confidence: 99%

The Role of Open Educational Resources (OERs) in Primary Education in Developing Nations: A Case Study of India

Ganapathi¹

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This research aims to identify how open educational resources (OERs) can contribute towards primary education, and what role they might play in increasing childhood literacy in particular, which has been identified as a prime component in ensuring educational attainment in primary school. Literature in the area largely addresses OERs and their potential to widen participation in tertiary education with a focus on developed nations, with little discussion about how OERs can be utilized in primary education. This thesis is particularly interested in the role OERs might play in primary education in developing nations where a range of challenges contribute to the low levels of literacy. In nations like India and South Africa, which are the locations of the case study organizations selected for this research, decentralized rural populations, combined with high levels of poverty, child labor and low levels of literacy and awareness cause poor attendance and access to schools. This research suggests that OERs aimed at developing literacy in primary school-aged children can overcome the distribution and access issues that contribute to low attendance and engagement with education in these nations. OERs have the capacity to bypass low levels of educational infrastructure by distributing high quality resources online in low definition formats suitable for downloading and under open licenses on platforms suitable for users to repackage, translate and re-purpose according to their particular need or audience. While there are a range of sustainability challenges for organizations with a social mission to use OERs to increase the equity and access of educational materials, these organizations have found innovative solutions taken from other online successes such as gaming and social media. Making use of volunteers and users in a community of practice to ensure that content is translated, quality is maintained and there is volume on their sites has some risks but also enables the maintenance of an open repository of materials for use, re-use, adaptation and sharing. This thesis contributes to the existing literature by shedding light into understanding these challenges from the experiences and perspectives of three case study organizations that provide OERs for children.

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A case study of scholars’ open and sharing practices

Cited by 31 publications

References 31 publications

Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education

Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education

Faculty Perception of Openness and Attitude to Open Sharing at the Indian National Open University

The Role of Open Educational Resources (OERs) in Primary Education in Developing Nations: A Case Study of India

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