Explorer nos pratiques éducatives ouvertes à l’appui de l’excellence dans les études supérieures : une autoethnographie collaborative
DOI :
https://doi.org/10.18357/otessaj.2023.3.1.53Mots-clés :
pratiques éducatives ouvertes, OEP, enseignement supérieur, autoethnographie collaborative, valeurs, compétences, enseignement et apprentissage en ligne, supervision des diplômés, conception d'apprentissageRésumé
Cet article présente les résultats de notre exploration de nos pratiques éducatives ouvertes (OEP) avec des étudiants diplômés. En tant que praticiens réflexifs, nous avons utilisé une méthodologie d’auto-apprentissage et des méthodes autoethnographiques collaboratives pour interroger nos approches ouvertes de l’enseignement et de la supervision. Nous nous appuyons sur nos compétences en développement pour soutenir la sagesse, la pensée critique, la résilience et l’adaptabilité de nos étudiants diplômés. L’article étend les conclusions préliminaires sur l’enseignement supérieur et les pratiques ouvertes en relation avec et émergeant de travaux antérieurs (Ives et al., 2022), qui nous ont engagés à approfondir l’exploration de nos pratiques. En utilisant notre définition de l’OEP qui développe les travaux de plusieurs chercheurs ouverts, nous rapportons de nouveaux résultats issus de notre analyse collaborative approfondie des données collectées sur deux ans. Nous avons constaté une lacune dans la littérature examinant l’utilisation de l’OEP auprès des étudiants diplômés. Les résultats incluent l'OEP et leur alignement avec nos valeurs et compétences, ainsi que l'OEP dans nos pratiques d'enseignement, de conception de cours et de supervision des diplômés. Nous offrons un aperçu des résultats de nos pratiques pour les étudiants et nous-mêmes, ainsi que des moyens de nous améliorer.
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