Participation in OER Creation: A Trajectory of Values
DOI:
https://doi.org/10.18357/otessaj.2021.1.2.13Keywords:
open pedagogy, open educational practice, open educational resources, open educationAbstract
This paper provides an analysis of interviews with seven faculty members who engaged in creating Open textbooks funded by government grants at a university in Canada in 2018. Using four values—access and equity, community and connection, agency and ownership, and risk and responsibility—identified by Sinkinson (2018), McAndrew (2018), and Keyek-Fransen (2018), we traced the ways in which university faculty members’ understanding of Open changed through the process of Open Educational Resource creation. As a teaching support-focused unit, we explore ways to provide our faculty and instructors with meaningful opportunities to develop their Open pedagogy. These findings reconceive the way that Open Educational Practice can be promoted at our University and others. Instead of focusing solely on OER creation, our faculty started engaging in thinking through the different conceptions of Open educational practice and identifying which concepts resonated with them. By reframing the ways in which faculty thought about Open Educational Practices, we have been better able to address the ways in which we support them.
References
Bali, M. (2017). April open perspective: What is open pedagogy? Year of Open.
https://www.yearofopen.org/april-open-perspective-what-is-open-pedagogy/
Beetham, H., Falconer, I., McGill, L. & Littlejohn, A. (2012). Open practices: briefing paper.
JISC. https://oersynth.pbworks.com/w/page/51668352/OpenPracticesBriefing
Cronin, C. (2017). Openness and praxis: Exploring the use of Open Educational Practices in
higher education. The International Review of Research in Open and Distributed Learning, 18(5). https://doi.org/10.19173/irrodl.v18i5.3096 DOI: https://doi.org/10.19173/irrodl.v18i5.3096
Cronin, C. (2017, April 24). Opening up Open pedagogy. Catherine Cronin.
http://catherinecronin.net/research/opening-up-open-pedagogy/
Czerniewicz, L., Deacon, A., Glover, M., & Walji, S. (2017). MOOC—Making and open
educational practices. Journal of Computing in Higher Education, 29(1), 81-97. http://hdl.handle.net/10625/56787
DeRosa, R., & Jhangiani, R. (n.d.). Open Pedagogy. In Open pedagogy notebook.
http://openpedagogy.org/open-pedagogy/
DeRosa, R., & Jhangiani, R. (2016, November 3). Free + freedom: The role of Open pedagogy
in the Open Education Movement [Paper presentation]. 2016 Open Education Conference. Richmond, VA. https://www.slideshare.net/thatpsychprof/free-freedom-the-role-of-open-pedagogy-in-the-open-education-movement
Hegarty, B. (2015, July-August). Attributes of open pedagogy: A model for using open
educational resources. Educational Technology, 55(4), 3–13. https://www.jstor.org/stable/44430383
Hendricks, C. (2017). Navigating open pedagogy, Part 2 – You’re the teacher. You’re The
Teacher. http://blogs.ubc.ca/chendricks/2017/05/23/navigating-open-pedagogy-pt2/
Hodgkinson-Williams, C., & Gray, E. (2009). Degrees of Openness: The Emergence of Open
Educational Resources at the University of Cape Town. International Journal of Education and Development Using Information and Communication Technology, 5(5), 101–116. https://open.uct.ac.za/bitstream/handle/11427/8860/CHED_article_OERemergence_HodgkinsonWilliams_2009.pdf?sequence=1
Hodgkinson-Williams, C. (2010). Benefits and challenges of OER for higher education
institutions. Commonwealth of Learning. http://hdl.handle.net/11599/3042
Jhangiani, R. (2018, October 5). Open Educational Practices in service of the sustainable
development goals. That Psych Prof. https://thatpsychprof.com/open-educational-practices-in-service-of-the-sustainable-development-goals/
Keyek-Franssen, D. (2018, November 14). 5 tips for supporting inclusive and Open pedagogies.
Educause Review. https://er.educause.edu/blogs/2018/11/5-tips-for-supporting-inclusive-and-open-pedagogies
Lambert, S., & Czerniewicz, L. (2020). Approaches to Open Education and social justice
research. Journal of Interactive Media in Education, 2020(1). http://doi.org/10.5334/jime.584 DOI: https://doi.org/10.5334/jime.584
McAndrew, A. (2018, November 8). Inclusive and Open pedagogies. Educause Review.
https://er.educause.edu/blogs/2018/11/inclusive-and-open-pedagogies
Meger, E., Freeman, W., Schwartz, M., Ludbrook, A., & Glynn, M. (2020). Ryerson Open
Moments. Ryerson University Press. https://pressbooks.library.ryerson.ca/openmoments/
Rosen, J. R. & Smale, M. A. (2015, January 6). Open digital pedagogy. Hybrid Pedagogy.
https://hybridpedagogy.org/open-digital-pedagogy-critical-pedagogy/
Sinkinson, C. (2018, November 18). The values of Open pedagogy. Educause Review.
https://er.educause.edu/blogs/2018/11/the-values-of-open-pedagogy
Stommel, J. (2015, May 28). Open door classroom.
https://www.slideshare.net/jessestommel/open-door-classroom
Schwartz, M. (n.d.). Open pedagogy. Ryerson University Press.
https://pressbooks.library.ryerson.ca/openpedagogy/
Watters, A. (2014, November 15). From open to justice.
https://www.slideshare.net/audreywatters/from-open-to-justice
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Erin Meger, Michelle Schwartz, Wendy Freeman

This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to the OTESSA Journal agree to release their articles under the Creative Commons Attribution 4.0 International (CC BY 4.0) license. This licence allows this work to be copied, distributed, remixed, transformed, and built upon for any purpose provided that appropriate attribution is given, a link is provided to the license, and changes made were indicated.
Authors retain copyright of their work and grant the OTESSA Journal right of first publication.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the OTESSA Journal.