Open Educational Practices Advocacy: The Instructional Designer Experience
| Autor: | Irwin DeVries, Michelle Harrison |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
Higher education
Emerging technologies open educational resources open educational practices 050801 communication & media studies Education Open education 0508 media and communications Management of Technology and Innovation instructional designers Sociology Formal learning change agency advocacy Instructional design business.industry 05 social sciences 050301 education Workload Open educational practices Public relations Open educational resources Computer Science Applications business lcsh:L 0503 education lcsh:Education |
| Zdroj: | Canadian Journal of Learning and Technology, Vol 45, Iss 3 (2020) |
| ISSN: | 1499-6685 1499-6677 |
| Popis: | Instructional designers are in a unique position to provide leadership and support for advancement of new technologies and practices. There is a paucity of research on current and potential roles of Instructional designers in incorporating and advocating for open educational practices at their higher education institutions. Against the background of emerging open educational practices, a survey and interviews were conducted with instructional design professionals to establish, from their experience and practice, their roles and potential for advocacy for open educational practices (OEP) including open educational resources (OER). Among the results of the analysis, it was found that while instructional designers have a strong awareness of and desire to advocate for OEP in their institutions, their ability to move forward was limited by perceived barriers such as lack of relevant mandates and professional workload recognition, policy development and funding, awareness and leadership support. In addition, there were gaps identified between what they most valued about OEP, such as implementing innovative pedagogies, and what they could actually initiate and advocate for in practice (adopt and support OER). They pointed to a lack of formal learning opportunities around OEP and expressed that their main sources of learning and support were of an informal nature, acquired through their networks and collaborations with peers. |
| Databáze: | OpenAIRE |
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