An OER Framework, Heuristic and Lens: Tools for Understanding Lecturers' Adoption of OER

Autor/inn/en	Cox, Glenda; Trotter, Henry
Titel	An OER Framework, Heuristic and Lens: Tools for Understanding Lecturers' Adoption of OER
Quelle	In: Open Praxis, 9 (2017) 2, S. 151-171 PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cox, Glenda) ORCID (Trotter, Henry)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2304-070X
Schlagwörter	Forschungsbericht; Graue Literatur; Shared Resources and Services; Educational Technology; Technology Uses in Education; Foreign Countries; College Faculty; Technology Integration; Teaching Methods; Barriers; Workshops; Access to Computers; Motivation; Readiness; School Culture; Sustainability; Semi Structured Interviews; South Africa + Suchen Sie Ihr Suchwort? Gemeinwirtschaft; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Lernwerkstatt; Schulung; psychologische; Motivation (psychologisch); Schulkultur; Schulleben; Nachhaltigkeit; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper examines three new tools--a framework, an heuristic and a lens--for analysing lecturers' adoption of OER in higher educational settings. Emerging from research conducted at the universities of Cape Town (UCT), Fort Hare (UFH) and South Africa (UNISA) on why lecturers adopt--or do not adopt--OER, these tools enable greater analytical insights at the institutional and cross-institutional level, and hold the potential for generic global application. The framework--the OER Adoption Pyramid--helps distinguish and compare the factors shaping lecturers' OER adoption which are both immediate (over which they have personal control) and remote (over which they have less or no control). The heuristic--the OER Readiness Tables--derives from the Pyramid and provides a visual representation of the institutions' obstacles and opportunities for OER engagement. The lens--of "institutional culture"--nuances these comparisons so that the analysis remains attentive to granular, idiosyncratic variables shaping OER decisions. We believe this research will have value for scholars interested in researching OER adoption, and institutions interested in promoting it. [This paper was presented at the 2017 Open Education Consortium Global Conference, held in Cape Town (South Africa) in March 8th-10th 2017.] (As Provided).
Anmerkungen	International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: http://www.openpraxis.org
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01