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OER adoption: A continuum for practice
Stagg, Adrian

PublishedJuly 2014
JournalRUSC. Universities and Knowledge Society Journal
Volume 11, Issue 3, Pages 151–164
Original PublicationLa adopción de los recursos educativos abiertos: un continuo de práctica abierta

Whilst Open Educational Resources (OER) offer opportunities for broadening participation in Higher Education, reducing course development and study costs, and building open collaborative partnerships to improve teaching and learning practices, they have yet to gain significant mainstream traction. Research surrounding open education has focused on adoption at the institutional level, identifying key enablers and barriers to practice, but the practicalities of engagement with open resources are not often addressed.By reviewing existing literature, and studying prior models used to explain OER (re)use, this paper proposes a continuum of use model. The proposed model seeks to acknowledge the complexity of applied knowledge required to fulsomely engage with open education by examining practitioner behaviours and the necessary supporting mechanisms. This conceptual model aims to be of use to both practitioners and also those responsible for designing professional development in an educational setting. Whilst the proposed model is designed for teaching staff use, some discussion is given as to how it could be applied to student learning using open resources as well.

Si bien los recursos educativos abiertos (REA) presentan nuevas opciones para facilitar el acceso a la educación superior, reducir el coste de los estudios y del desarrollo de los programas docentes y establecer relaciones de colaboración abierta con el fin de mejorar la práctica de la docencia y del aprendizaje, aún les queda mucho camino por recorrer para ganar mayor difusión y aceptación. Las líneas de investigación en torno a la educación abierta se han centrado en su adopción en la esfera institucional, y han identificado los elementos clave que facilitan y los que obstaculizan la práctica educativa; pero a menudo no se tratan las posibilidades de aplicación práctica que supone aprovechar los recursos abiertos. Tras revisar la literatura disponible sobre la materia y estudiar los modelos existentes que se han usado para explicar la (re)utilización de los REA, el presente artículo propone un continuo como modelo de uso. El modelo propuesto quiere dar a conocer la complejidad de los conocimientos aplicados que se requieren para alcanzar una implicación completa en la educación abierta mediante el análisis de las conductas de los profesionales de la docencia y los mecanismos de apoyo que precisan. Este modelo conceptual pretende ser de utilidad tanto para los profesionales de la docencia, así como para aquellos que se encargan de diseñar el desarrollo profesional en cualquier entorno educativo. Aunque el modelo propuesto se ha concebido para ser utilizado por el personal docente, también plantea cómo podría aplicarse en aquellos procesos de aprendizaje de los estudiantes basados en el uso de los recursos abiertos.

Keywords academic staff development · learning design · mediating artefacts · open educational practice · Open Educational Resources · práctica educativa abierta; recursos educativos abiertos; artefactos mediadores; desarrollo del personal académico; diseño de aprendizaje

Published atBarcelona, Spain; Australia
Other number3
DOIdoi http://dx.doi. org/10.7238/rusc.v11i3.2102
Export optionsBibTex · EndNote · Tagged XML · Google Scholar

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