Identity and engagement in networked Open Educational Practice
Open Educational Resources (OER) lie at the heart of the global Open Education movement, which advocates increased access to and support for learning opportunities. To unleash the potential of OER, current research lays emphasis on Open Educational Practice (OEP), as the (re-)use of open resources i...
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| Veröffentlicht in: | URI:https://journals.openedition.org/alsic, |
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| 1. Verfasser: | |
| Format: | Article ou chapitre numérique |
| Sprache: | Anglais |
| Veröffentlicht: |
Alsic
2017
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| Schlagworte: | |
| Online Zugang: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Zusammenfassung: | Open Educational Resources (OER) lie at the heart of the global Open Education movement, which advocates increased access to and support for learning opportunities. To unleash the potential of OER, current research lays emphasis on Open Educational Practice (OEP), as the (re-)use of open resources in learning and teaching contexts. This paper explores the role played by social networks in the deployment of open practice and repercussions on professional identities. A survey was conducted with 18 experts on open resources for language education, with the aim of better understanding processes and forms of user engagement in open practice, the role digital and social technologies can play and the implications for professional identities emerging from engagement in (or abstinence from) open practice. This paper expands its findings to address issues recently raised in the literature on self-disclosure, knowledge production and sharing by various types of users engaged in social network mediated open practice, as well as the dynamics of identity construction in open education. |
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