MOOC-making and Open Educational Practices

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dc.contributor.authorCzerniewicz, Laura
dc.contributor.authorDeacon, Andrew
dc.contributor.authorWalji, Sukaina
dc.coverage.spatialSouth Africaen_ZA
dc.date.accessioned2017-02-22T10:53:29Z
dc.date.available2017-02-22T10:53:29Z
dc.date.issued2016-12-05
dc.description.abstractMOOCs 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.identifier.apacitationCzerniewicz, L., Deacon, A., & Walji, S. (2016). MOOC-making and Open Educational Practices. <i>Journal of Computing in Higher Education</i>, http://hdl.handle.net/11427/23995en_ZA
dc.identifier.chicagocitationCzerniewicz, 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/11427/23995en_ZA
dc.identifier.citationCzerniewicz, 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/s12528-016-9128-7en_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
dc.identifier.urihttp://hdl.handle.net/11427/23995
dc.identifier.vancouvercitationCzerniewicz 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.languageengen_ZA
dc.publisherJournal of Computing in Higher Educationen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.rightsCreative Commons Attribution 4.0 International (CC BY 4.0)*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en_ZA
dc.sourceJournal of Computing in Higher Educationen_ZA
dc.titleMOOC-making and Open Educational Practicesen_ZA
dc.typeJournal Articleen_ZA
uct.subject.keywordschanging practicesen_ZA
uct.subject.keywordsglobal southen_ZA
uct.subject.keywordsMOOCsen_ZA
uct.subject.keywordsOpen practicesen_ZA
uct.subject.keywordsopen educational resourcesen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePost-printen_ZA
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