OER in practice: Organisational change by bootstrapping
Published | July 2014 |
Journal | RUSC: Revista de Universidad y Sociedad del Conocimiento Volume 11, Issue 3, Pages 135-151 |
ABSTRACT
In this paper, we investigate an approach to institutional change that aims to establish open educational practices (OEP) in a university and inculcate the use of open education resources (OER) as part of its curriculum work and teaching practice. Traditional practices that involve delivering knowledge resources for individualised learning within semester-length units of study are becoming increasingly ill-adapted to the demands of a dynamic and global educational landscape. OER offers a sustainable and equitable alternative to such closed arrangements, with the potential to meet the emerging demands of distributed learning settings. Nevertheless, changing educational practice remains a formidable challenge, and adopting OER is a radical break from legacy institutional practices. Our focus in this paper is on the starting point for embedding OER in curriculum work and teaching practice. We investigate change through emergent initiatives rather than a top-down program at La Trobe University in Australia: we ask what connections are necessary to establish open practices in a university. We trace three instances of OEP in one university that together build capacity in OER. We draw on Bardini's strategy of bootstrapping, as an iterative and co-adaptive learning process that connects good practices in situ with institutional structures in order to build the groundwork for emergent change. These cases demonstrate how disparate innovations can be connected and re-purposed to establish a network of nascent OEP.En este trabajo investigamos un planteamiento de cambio institucional encaminado a establecer prácticas educativas abiertas (PEA) en una universidad e inculcar el uso de recursos educativos abiertos (REA) como parte de su trabajo curricular y su práctica educativa. Las prácticas tradicionales, consistentes en proporcionar recursos de aprendizaje para una enseñanza individualizada en módulos académicos semestrales, se adaptan cada vez peor a los requisitos de un panorama educativo dinámico y global. Los REA ofrecen una alternativa sostenible y equitativa a estas prácticas cerradas, y tienen la capacidad de satisfacer la demanda emergente en entornos de aprendizaje distribuido. No obstante, cambiar las prácticas educativas sigue siendo un reto formidable, y la adopción de los REA supone una ruptura radical con respecto a las prácticas institucionales heredadas. En el presente trabajo nos centramos en el punto de partida para integrar los REA en el trabajo curricular y las prácticas educativas. En la Universidad La Trobe (Australia) investigamos este cambio más a través de iniciativas emergentes que de un programa diseñado jerárquicamente desde arriba: nos planteamos cuáles son las conexiones necesarias para implantar prácticas abiertas en una universidad. Describimos tres casos de PEA que, juntos, generan capacidades de REA en una universidad. Aprovechamos la estrategia de bootstrapping planteada por Bardini como proceso de aprendizaje iterativo y coadaptativo que conecta las buenas prácticas in situ con las estructuras institucionales a fin de sentar las bases de trabajo para el cambio emergente. Estos casos demuestran cómo unos procesos innovadores tan dispares se pueden conectar y modificar para crear una red de PEA incipiente.
ISSN | 1698-580X |
Accession number | 97288927 |
Refereed | Yes |
Rights | by/3.0/es/deed.en |
DOI | 10.7238/rusc.v11i3.2131 |
URL | http://journals.uoc.edu/index.php/rusc/article/view/v11n3-hannon-huggard-orchard-stone |
Other information | RUSC |
Export options | BibTex · EndNote · Tagged XML · Google Scholar |
AVAILABLE FILES
Viewed by 149 distinct readers
CLOUD COMMUNITY REVIEWS
The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.










Click a star to be the first to rate this document
▶ POST A COMMENT
SIMILAR RECORDS
Open educational practices and technology appropriation: the case of the Regional Open Latin American Community for Social and Educational Research (CLARISE)
Betancourt Franco, MarÃa del Carmen; Celaya RamÃrez, Rosario; RamÃrez Montoya, MarÃa Soledad
A major challenge for the knowledge society is to narrow the education gap, hence the need for strategies that foster innovation and improvement in education. Thus, with the support of technology and the Internet, ...
Match: open educational practices; open educational resources; prã¡cticas educativas abiertas; recursos educativos abiertos
The use of Open Educational Resources in intra-organisational eLearning and continuing education
Andreatos, Antonios; Greener, S.; Rospigliosi, A}.
Sustained learning is a crucial factor of an organisation's ability to survive and effectively compete in the globalisation era worldwide. Continually shrinking half-life periods of knowledge and fast changing ...
Match: organisational; open educational resources
Open educational practices for curriculum enhancement
Armellini, Alejandro; Nie, Ming
Open educational resources (OER) and open educational practices (OEP) are relatively new areas in educational research. How OER and OEP can help practitioners enhance curricula is one of a number of under-researched ...
Match: open educational practices; open educational resources; openness
Extending the territory: From open educational resources to open educational practices
Ehlers, Ulf-Daniel
This article examines the findings of the recent OPAL report Beyond OER: Shifting Focus from Resources to Practices. In doing so, it defines current understanding of open educational resources and open educational ...
Match: open educational practices; open educational resources
Self-directed open educational practices for a decolonized South African curriculum: a process of localization for learning
Olivier, Jako
This conceptual article explores self-directed localized open educational practices for a decolonized South African higher education curriculum. From the historical context, language demography and especially due to ...
Match: open educational practices; open educational resources
Lifelong learning and partnerships: rethinking the boundaries of the university in the digital age
Cannell, Pete
Higher education (HE) in Scotland has some very specific characteristics: a relatively small number of HE institutions (HEIs), nineteen at the time of writing; a strong college sector, which makes a significant ...
Match: open educational practices; open educational resources
From OER to Open Education: Perceptions of student teachers after creating digital stories with Creative Common Resources
Tur, Gemma; Urbina, Santos; Moreno, Juan
The current study explores the perceptions of three groups of student teachers in Spain after having used open licensed resources to construct their storytelling artifacts as OER. The theoretical framework briefly ...
Match: open educational practices; open educational resources
Willingness to engage in open educational practices among academics in Rwandan public higher education and responsive actions
Nkuyubwatsi, Bernard
Academics’ engagement in Open Educational Practices (OEPs) is critical for opening up higher education. It is in this perspective that the willingness to engage in such practices among academics in Rwandan public ...
Match: open educational practices; open educational resources
Special Issue: Open Educational Resources guest editorial
Thomas, M.; Evans, M.
Match: open educational resources; practice
Accesibilidad en REA para el aprendizaje de inglés como lengua extranjera en Educación Primaria y Secundaria
Sánchez MartÃn, Carlos
Los Recursos Educativos Abiertos (REA) son documentos, materiales y contenidos educativos disponibles de forma gratuita y abierta para ser utilizados en contextos de enseñanza, aprendizaje o investigación, y la ...
Match: open educational resources; recursos educativos abiertos