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The ecology of the open practitioner: A conceptual framework for open research
Stagg, Adrian

PublishedDecember 2017
JournalOpen Praxis
Volume 9, Issue 4, Pages 363-374
PublisherInternational Council for Open and Distance Education
CountryNorway, Europe

ABSTRACT
Open Educational Practices (OEP) have gained traction internationally over the last fifteen years, with individuals, institutions, and governments increasingly interested in the affordances of openness. Whilst initiatives, policies, and support mechanisms are evident, there is an ever-present danger of localised contexts being unintentionally unrecognised, which has a negative effect on mainstreaming the practice sustainably. This paper presents a conceptual framework for open research based on Bronfenbrenner’s’ Ecology of Human Development (1979) and asserts that it is through an understanding of complex influences and contexts of practice that strategic and operational processes to enable open education are manifested. It presents the framework through the lens of an emerging research project examining the experience of OEP in four Australian universities which will apply the framework as a guide for not only survey and interview question design, but also data analysis with the aim to inform broader policy development locally and nationally.

Keywords academic development · affordance theory · higher education · open educational practice · Open Educational Resources · theory of ecological development

Published atOslo
ISSN2304-070X
RefereedYes
RightsAttribution 4.0 International (CC BY 4.0)
DOI10.5944/openpraxis.9.4.662
URLhttp://openpraxis.org/index.php/OpenPraxis/article/view/662
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



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