Three-axis typology of open educational practices¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article offers a typology of OEP that goes beyond OER use, situating each practice along three axes: "From content-centric to process-centric; From teacher-centric to learner-centric; From primarily pedagogical to primarily social justice focused". The social justice axis subdivides into economic, cultural and political injustice. The typology enables analysis and comparison of different OEP by considering the three axes simultaneously, illustrated with examples such as open textbooks, Wikipedia editing and connectivist MOOCs.

Design Implications¶

Context¶

Requirements¶

• Each application of OEP must be analysed along all three axes simultaneously, based on which focus is primary

Constraints¶

• The demarcation between content-centric and connectivist MOOCs is not always clear

Target Learners¶

• higher education students and educators

Target Learning Objectives¶

• open educational practice design and social justice analysis

Claims¶

• Renewable assignments such as student-created quiz questions transcend classroom boundaries and can ameliorate economic injustice [+W]
• Wikipedia editing reproduces inequalities in editors, topics and credible knowledge, but feminist edit-a-thons can redress cultural injustice [+W]

Related Theories¶

• Four-part typology of adult learning based on knowledge structure and primary agency
• Social justice impact spectrum for OEP: transformative, ameliorative, neutral or negative

Examples¶

• Equity Unbound: an open connected course explicitly designed with social justice principles
• Virtually Connecting: equitable conference conversations facilitated by marginalized scholars
• Design OEP for accessibility and marginalized participation rather than open for all
• Faculty-authored OER digital textbook and equitized syllabus template at BMCC

Key Sources¶

• Bali, M, et al. (2020). Framing Open Educational Practices from a Social Justice Perspective. Journal of Interactive Media in Education, 2020(1): 10, pp. 1–12. https://doi.org/10.5334/jime.565