Exploring Initiatives for Open Educational Practices at an Australian and a Brazilian University

Abstract

This paper explores some key developments in Open Educational Practices (OEP) in higher education in Australia and in Brazil. More specifically, it focuses on the analysis of two individual universities: the University of Tasmania, in Australia; and the Federal University of Paraná, in Brazil. They are both public and mostly face-to-face universities trying to engage with OEP to enhance their blended learning offerings, and more generally learning and teaching. However, these institutions are distinctive in terms of their student numbers, their blended learning approaches, their role within their own communities, and their OEP strategies and initiatives. We will present some of the key policies and strategies adopted by these universities to support OEP, as well as the impact and the opportunities at present. The discussion in this paper will then attempt to make some recommendations for future directions of OEP adoption not only in these two countries, but also elsewhere.

A Case Study of Applying Open Educational Practices in Higher Education during COVID-19: Impacts on Learning Motivation and Perceptions

“…For instance, several research studies have pointed out that there are not enough details about how OEP can be implemented in higher education for teaching [18,19]. Bossu and Meier [20] reported that OEP have been applied in several countries like Brazil and Australia. However, no details were provided about how OEP were applied for teaching.…”