Abstract
<p>By investigating how educational practitioners participate in activities around open educational practices (OEP), this paper aims at contributing to an understanding of open practices and how these practitioners learn to use OEP. Our research is guided by the following hypothesis: Different social configurations support a variety of social learning activities. The social configuration of OEPs is investigated by an operationalization into the dimensions (1) practice, (2) domain, (3) collective identity, and (4) organization. The results show how practitioners of six different OEPs learn, while acting and collaborating through a combination of offline and online networks. The findings of our study lead to practical implications on how to support participation in OEP, and thereby stimulate learning in (online) networks of OEP.</p>
Highlights
Researchers claim that the success and sustainability of open educational practices (OEP) depend on prospering and fit OEP movements built around full and open collaboration between educational institutions and amongst individual practitioners (Lane, 2008)
To improve our understanding of open practices and how practitioners involved in OEP initiatives learn to use OEP, this article investigates how these practitioners participate in a range of activities around OEP such as the creation, adaptation, and reuse of OEP and accreditation of OEP-based learning
We investigate the social configuration of these six OEP and investigate how this social configuration influences the learning of practitioners
Summary
Researchers claim that the success and sustainability of open educational practices (OEP) depend on prospering and fit OEP movements built around full and open collaboration between educational institutions and amongst individual practitioners (Lane, 2008). These results contribute to an understanding of how practitioners learn within these six different OEP while acting and collaborating mostly, but not entirely, through online networks. We investigate the social configuration of these six OEP and investigate how this social configuration influences the learning of practitioners. The findings of our study lead to practical implications on how to support participation in OEP, and thereby stimulate learning in (online) networks of OEP
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call