MOOC-making and Open Educational Practices

 

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dc.contributor.author Czerniewicz, Laura
dc.contributor.author Deacon, Andrew
dc.contributor.author Walji, Sukaina
dc.coverage.spatial South Africa en_ZA
dc.date.accessioned 2017-02-22T10:53:29Z
dc.date.available 2017-02-22T10:53:29Z
dc.date.issued 2016-12-05
dc.identifier.citation Czerniewicz, L., Deacon, A., Glover, M., Walji, S. (2016). MOOC - making and Open Educational Practices. Journal of Computing in Higher Education, 28(3). DOI 10.1007/s12528-016-9128-7 en_ZA
dc.identifier.uri http://hdl.handle.net/11427/23995
dc.description.abstract MOOCs have been seen as holding promise for advancing Open Education. While the pedagogical design of the first MOOCs grew out of the Open Education Movement, the current trend has MOOCs exhibiting fewer of the original openness goals than anticipated. The aim of this study is to examine the practices and attitudes of MOOC educators at an African university and ask whether and how their practices and attitudes become open after creating and teaching a MOOC. Activity Theory is used to contextually locate the educators’ motivations and to analyse their practices in terms of striving towards an object. With this lens we describe how educators’ openness-related practices and attitudes change over time in two different MOOCs. Two sets of conceptions of open practices are used to detect instances of change, providing four dimensions of changed open educational practices. Semi-structured interviews, focus groups, and artefacts provide data for this rare study, which considers these issues from the perspective of the Global South. Through studying the educators’ practices in relation to openness, it becomes evident how open practices are emergent and responsive. en_ZA
dc.language eng en_ZA
dc.publisher Journal of Computing in Higher Education 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.source Journal of Computing in Higher Education en_ZA
dc.title MOOC-making and Open Educational Practices en_ZA
dc.type Journal Article en_ZA
uct.type.publication Research en_ZA
uct.type.resource Post-print en_ZA
uct.subject.keywords changing practices en_ZA
uct.subject.keywords global south en_ZA
uct.subject.keywords MOOCs en_ZA
uct.subject.keywords Open practices en_ZA
uct.subject.keywords open educational resources en_ZA
dc.publisher.institution University of Cape Town
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Czerniewicz, L., Deacon, A., & Walji, S. (2016). MOOC-making and Open Educational Practices. <i>Journal of Computing in Higher Education</i>, http://hdl.handle.net/11427/23995 en_ZA
dc.identifier.chicagocitation Czerniewicz, Laura, Andrew Deacon, and Sukaina Walji "MOOC-making and Open Educational Practices." <i>Journal of Computing in Higher Education</i> (2016) http://hdl.handle.net/11427/23995 en_ZA
dc.identifier.vancouvercitation Czerniewicz L, Deacon A, Walji S. MOOC-making and Open Educational Practices. Journal of Computing in Higher Education. 2016; http://hdl.handle.net/11427/23995. en_ZA
dc.identifier.ris TY - Journal Article AU - Czerniewicz, Laura AU - Deacon, Andrew AU - Walji, Sukaina AB - MOOCs have been seen as holding promise for advancing Open Education. While the pedagogical design of the first MOOCs grew out of the Open Education Movement, the current trend has MOOCs exhibiting fewer of the original openness goals than anticipated. The aim of this study is to examine the practices and attitudes of MOOC educators at an African university and ask whether and how their practices and attitudes become open after creating and teaching a MOOC. Activity Theory is used to contextually locate the educators’ motivations and to analyse their practices in terms of striving towards an object. With this lens we describe how educators’ openness-related practices and attitudes change over time in two different MOOCs. Two sets of conceptions of open practices are used to detect instances of change, providing four dimensions of changed open educational practices. Semi-structured interviews, focus groups, and artefacts provide data for this rare study, which considers these issues from the perspective of the Global South. Through studying the educators’ practices in relation to openness, it becomes evident how open practices are emergent and responsive. DA - 2016-12-05 DB - OpenUCT DP - University of Cape Town J1 - Journal of Computing in Higher Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2016 T1 - MOOC-making and Open Educational Practices TI - MOOC-making and Open Educational Practices UR - http://hdl.handle.net/11427/23995 ER - en_ZA


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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)