MOOCs, openness and changing educator practices: an Activity Theory case study

 

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dc.contributor.author Czerniewicz, Laura
dc.contributor.author Glover, Michael
dc.contributor.author Deacon, Andrew
dc.contributor.author Walji, Sukaina
dc.coverage.spatial South Africa en_ZA
dc.date 2016-05-10
dc.date.accessioned 2016-05-19T11:28:08Z
dc.date.available 2016-05-19T11:28:08Z
dc.date.issued 2016-05-19
dc.identifier.citation Czerniewicz, L., Glover, M., Walji, S., Deacon, A. (2016). MOOCs, openness and changing educator practices: an Activity Theory case study. Conference Proceedings of the 10th International Conference on Networked Learning, Lancaster, UK 9 – 11 May 2016. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/19714
dc.description.abstract The practices and perceptions of educators formed through the creation and running of a Massive Open Online Course (MOOC) provide a case study of how educators understandings of ‘openness’ change (Beetham et al 2012, p 3). We are interested in how educators engage with open education resources (OER) and openness as part of developing open online courses, and how this informs their practices and attitudes afterwards. Deepening understandings of these changes is important for informing strategies involving helping educators in adopting productive open educational practices. Our research question is how do educators’ practices change or not change when using - or not using - OER in and as a MOOC? We are interested in whether and why educators adopt open practices in their MOOCs. We employ an Activity Theory (AT) conceptual framework as a heuristic tool to track and thickly describe educators’ practices and perceptions. This frame enables us to locate educators’ practices - in a context of mediating nodes, i.e., tools/artefacts, rules, divisions of labour, and community – as they strive towards and consider their object. The object upon which the educators act is the development of a new interdisciplinary field. We focus on the role of two mediating artefacts introduced into the activity system, namely Creative Commons (CC) licenses and the ‘MOOC design’. We describe how the open aspect of these artefacts mediate and affect educator’s perceptions, attitudes and educational practices in the context of their object-directed activity system. We draw predominantly on semi-structured interviews with the MOOC lead educators and the MOOC learning designers. Interviews were conducted at two time intervals, before and after the MOOC has run. From this we craft two activity systems. We have categorised our findings according to Beetham et al’s dimensions of open practices. Further, two broad themes emerged from the data analysis. These are Affordances of the MOOC and Reflection on educational practices. en_ZA
dc.language eng en_ZA
dc.publisher Proceedings of the 10th International Conference on Networked Learning 2016 en_ZA
dc.relation.ispartofseries 10th International Conference on Networked Learning 2016 en_ZA
dc.rights Creative Commons Attribution 4.0 International (CC BY 4.0) *
dc.rights.uri http://creativecommons.org/licenses/by/4.0/ en_ZA
dc.subject Activity Theory en_ZA
dc.subject Higher education en_ZA
dc.subject MOOCs en_ZA
dc.subject OER en_ZA
dc.subject openness en_ZA
dc.title MOOCs, openness and changing educator practices: an Activity Theory case study en_ZA
dc.type Conference Paper en_ZA
uct.embed.slideshare <iframe src="//www.slideshare.net/slideshow/embed_code/key/xjSBwrtDIOkMYW" width="595" height="485" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC; border-width:1px; margin-bottom:5px; max-width: 100%;" allowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="//www.slideshare.net/laura_Cz/czerniewicz-moocs-oer-networked-learning-conference-2016" title="Czerniewicz MOOCs OER Networked Learning Conference 2016" target="_blank">Czerniewicz MOOCs OER Networked Learning Conference 2016</a> </strong> from <strong><a href="//www.slideshare.net/laura_Cz" target="_blank">Laura Czerniewicz</a></strong> </div>
uct.type.publication Research en_ZA
uct.type.resource Conference paper en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.location Lancaster en_ZA
uct.type.filetype Text
uct.type.filetype Image


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Creative Commons Attribution 4.0 International (CC BY 4.0) Except where otherwise noted, this item's license is described as Creative Commons Attribution 4.0 International (CC BY 4.0)