Open Educational Practices: Openness as a Source of Innovation

• In Event: Instructional Technology Systems and Tools

Abstract

This research focuses on how educators are using openly accessible sources of knowledge and open-source tools in ways that impact their pedagogy. Using a phenomenological approach, I explore how educators are bringing elements of openness into their everyday teaching and learning practice using educational technologies. I draw upon structuration theory, further developed for use in technology adoption research, which suggests technology use is continually socially constructed, interpreted, and put into practice. The findings suggest that openness is impacting learning design, largely aligned with existing models of constructivist and networked pedagogy. Open technologies are being used to support and enable active learning experiences, presenting and sharing learners work in real-time, allowing for formative feedback, peer review, and ultimately, promoting community-engaged coursework.

Authors

• Michael Paskevicius, University of Victoria

• Valerie M. Irvine, University of Victoria