PRAXIS: Open Educational Practices and Open Science to face the challenges of critical Educational Action Research

Ada Czerwonogora,Virginia Rodés

doi:10.5944/openpraxis.11.4.1024

Ada Czerwonogora, Virginia Rodés

Open Access

https://doi.org/10.5944/openpraxis.11.4.1024

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Abstract

The paper presents the findings from PRAXIS, an educational action research project developed within academic professional learning communities (PLC) in the context of public higher education in Uruguay. As a strategy towards fostering teaching innovation, we explored the potential and benefits of academic PLC for the reflection and transformation of teaching practices, and the integration of digital technologies in a meaningful way into teaching. The approach was based on Open Science (OS) and Open Educational Practices (OEP) as foundational frameworks to face the challenges of critical Educational Action Research. Key findings of the project emphasise the impact of PRAXIS framework combining OEP, OS, and academic PLC, as well as collaborative and participatory technologies for the transformation of teaching and educational research practices.

Highlights

The paper presents the findings from PRAXIS, an action research project developed within academic professional learning communities (PLC) (Owen, 2014) in the context of public higher education in Uruguay
The approach was based on Open Science (OS) (O’Carroll et al, 2017) and Open Educational Practices (OEP) (Cronin, 2017) as frameworks facing the challenges of critical Educational Action Research (EAR)
Key findings of PRAXIS Project emphasise the impact of combining OEP, OS, academic PLC approaches, and collaborative and participatory technologies as capital strategies for the transformation of teaching and educational research practices

Summary

Introduction

The paper presents the findings from PRAXIS, an action research project developed within academic professional learning communities (PLC) (Owen, 2014) in the context of public higher education in Uruguay. Previous research (Ertmer & Ottenbreit-Leftwich, 2010; Alonso & Gewerc, 2015) highlights the absence of high levels of effective technology use and significant changes in the practices with DT even when they are developed in environments with high technological availability. In line with these findings, teacher training is considered to be the anchoring point of any innovation proposal that implies a genuine incorporation of DT.

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