The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Becoming an Open Educator: Towards an Open Threshold Framework
Tur, Gemma · Havemann, Leo · Marsh, J. Dawn · Keefer, Jeffrey M. · Nascimbeni, Fabio

PublishedMarch 2020
JournalResearch in Learning Technology
Volume 28, Pages 1-15
CountryUnited Kingdom, Europe

ABSTRACT
In this article, we propose a cross-pollination of two prominent lines of educational thought: open education (OE) and threshold concepts (TCs). Open education has gained an increased profile through the growing popularity of open educational resources (OER) and massive online open courses (MOOCs). Educators who create or make use of such resources, or employ related open educational practices (OEP), are often suggested to have a transformative impact in educational settings. In recent years, educational research has increasingly discussed learning as a process of attaining or crossing certain conceptual thresholds, which involve such a significant shift that the learner eventually achieves a different and deeper understanding of core disciplinary knowledge, even a new identity. Of the eight characteristics of TCs identified in the core literature of this theory, we consider that three in particular offer the maximum potential for understanding the evolution of teachers towards the open educator identity: transformative, troublesome and liminal. This work presents a theoretical framework that includes the transformative impact on identity in the process of becoming an open educator, the troublesomeness inherent in this evolution and the liminal space through which the evolving teachers progress. It is argued that a focus on the development of open educator identity aligns with current reflective approaches to working on teachers’ professional identity, and at the same time supports a focus on teachers’ commitment to a democratic approach to education, which is necessary in neoliberal times.

Keywords open education · threshold concepts · open educator · teachers’ identity · open educational practices

LanguageEnglish
RefereedYes
RightsCC BY
DOI10.25304/rlt.v28.2338
URLhttps://journal.alt.ac.uk/index.php/rlt/article/view/2338
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
2338-Article Text-14196-1-10-20200309 (1).pdf · 174.6KB1 download



Viewed by 18 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

Fostering openness in education: Considerations for sustainable policy-making
Atenas, Javiera; Havemann, Leo; Nascimbeni, Fabio; Villar-Onrubia, Daniel; Orlic, Davor
This paper reviews a framework to support the co-creation of policies to sustainably foster Open Education. The framework has been derived from a comprehensive review of public and Open Education policy documents and ...
Match: Havemann, Leo; Nascimbeni, Fabio; open education; United Kingdom; Europe

Reflecting on the transformational potential of Open Education
Nascimbeni, Fabio; Rui, Marina; Messina, Laura; Minerva, Tommaso
The paper presents some reflections on the achievements of the Open Education movement as well as of the main challenges that are risking to compromise the “victory of open” (Weller, 2014). To help facing these ...
Match: Nascimbeni, Fabio; open education

Are MOOCs Open Educational Resources? A literature review on history, definitions and typologies of OER and MOOCs
Stracke, Christian M.; Downes, Stephen; Conole, Grainne; Burgos, Daniel; Nascimbeni, Fabio
Open Education gained more visibility as a result of the emergence of Open Educational Resources (OER) and Massive Open Online Courses (MOOCs). This article discusses whether MOOCs should be considered as OER. Open ...
Match: Nascimbeni, Fabio; open education

The complexity of open education: The case of Brazil
Nascimbeni, Fabio; Queiroz, Vera; Spina, Edison; Tori, Romero; et al.
Open Education is gaining ground globally, at the same time raising enthusiasm and being perceived as a possible solution to the need to educate an increasing Higher Education population within the existing financial ...
Match: Nascimbeni, Fabio; open education

Opening teaching landscapes: The importance of quality assurance in the delivery of open educational resources
Atenas, Javiera; Havemann, Leo; Priego, Ernesto; Gil-Jaurena, Inés
Scholars are increasingly being asked to share teaching materials, publish in open access journals, network in social media, and reuse open educational resources (OER). The theoretical benefits of Open Educational ...
Match: Havemann, Leo; open educational practices

The increased complexity of Higher Education collaboration in times of Open Education
Nascimbeni, Fabio
The Open Society movement, which goes back to noble fathers such as Bergson and Popper, and which is today declined alongissues such as Open Government, Open Innovation, Open Data, Open Access and Open Source, is having ...
Match: Nascimbeni, Fabio; open education

Quality assurance in the open: An evaluation of OER repositories
Atenas, Javiera; Havemann, Leo
The World OER Declaration 2012 recommends that States join efforts to facilitate finding, retrieving and sharing OER. The OER movement has thus far spurred the creation of numerous repository initiatives worldwide with ...
Match: Havemann, Leo; open educational practices; United Kingdom; Europe

Open in the Evening: Openings and Closures in an Ecology of Practices
Havemann, Leo; Conrad, Dianne; Prinsloo, Paul
Recently a critical turn has emerged in the open education literature. In addition to voices which have critiqued open education as under-theorised (Bayne, Knox & Ross, 2015; Edwards, 2015; Gourlay, 2015; Knox, 2013; ...
Match: Havemann, Leo; open education; Europe

Open Data as Open Educational Resources: Case studies of emerging practice
Bacsich, Paul; Stojanovska, Elena; Rubio, María José; Moneo, Antonio; et al.
Open Data as Open Educational Resources: Case studies of emerging practice is the outcome of a collective effort that has its origins in the 5th Open Knowledge Open Education Working Group call, in which the idea of ...
Match: Havemann, Leo; United Kingdom

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: Tur, Gemma; open educational practices; Europe