Abstract
This paper explores some key developments in Open Educational Practices (OEP) in higher education in Australia and in Brazil. More specifically, it focuses on the analysis of two individual universities: the University of Tasmania, in Australia; and the Federal University of Parana, in Brazil. They are both public and mostly face-to-face universities trying to engage with OEP to enhance their blended learning offerings, and more generally learning and teaching. However, these institutions are distinctive in terms of their student numbers, their blended learning approaches, their role within their own communities, and their OEP strategies and initiatives. We will present some of the key policies and strategies adopted by these universities to support OEP, as well as the impact and the opportunities at present. The discussion in this paper will then attempt to make some recommendations for future directions of OEP adoption not only in these two countries, but also elsewhere.
Highlights
Open Educational Practices (OEP) have already impacted education at all levels around the world
This example follows the OEP principles discussed above and follows some recommendations for OEP adoption at national levels, such as the dedicated OEP policies and adequate infrastructure (Bossu and Stagg, 2018). This is a model for Australia, and for other countries trying to implement national OEP strategies. It can be seen from the discussion in this paper that both University of Tasmania (UTAS) and University of Paraná (UFPR) OEP initiatives have been informed by the principles of OEP presented earlier, including stakeholders’ engagement, support through infrastructure and capacity building based on the context of each institution
Experience at UTAS and UFPR suggests that open educational resources (OER) and OEP can support such provision
Summary
Exploring Initiatives for Open Educational Practices at an Australian and a Brazilian University. This paper explores some key developments in Open Educational Practices (OEP) in higher education in Australia and in Brazil. It focuses on the analysis of two individual universities: the University of Tasmania, in Australia; and the Federal University of Paraná, in Brazil. They are both public and mostly face-to-face universities trying to engage with OEP to enhance their blended learning offerings, and more generally learning and teaching.
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