Becoming an Open Educator: Towards an Open Threshold Framework

Autor/inn/en	Tur, Gemma; Havemann, Leo; Marsh, J. Dawn; Keefer, Jeffrey M.; Nascimbeni, Fabio
Titel	Becoming an Open Educator: Towards an Open Threshold Framework
Quelle	In: Research in Learning Technology, 28 (2020), (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-7069
Schlagwörter	Open Education; Fundamental Concepts; Open Educational Resources; Online Courses; Transformative Learning; Concept Formation; Professional Identity; Democratic Values; Teacher Characteristics; Neoliberalism; Individual Development; Self Concept + Suchen Sie Ihr Suchwort? Offene Erziehung; Offener Unterricht; Grundlagenplan; Konzept; Online course; Online-Kurs; Pädagogische Transformation; Concept learning; Begriffsbildung; Neo-liberalism; Neoliberalismus; Individuelle Entwicklung; Selbstkonzept
Abstract	In this article, we propose a cross-pollination of two prominent lines of educational thought: open education (OE) and threshold concepts (TCs). Open education has gained an increased profile through the growing popularity of open educational resources (OER) and massive online open courses (MOOCs). Educators who create or make use of such resources, or employ related open educational practices (OEP), are often suggested to have a transformative impact in educational settings. In recent years, educational research has increasingly discussed learning as a process of attaining or crossing certain conceptual thresholds, which involve such a significant shift that the learner eventually achieves a different and deeper understanding of core disciplinary knowledge, even a new identity. Of the eight characteristics of TCs identified in the core literature of this theory, we consider that three in particular offer the maximum potential for understanding the evolution of teachers towards the open educator identity: transformative, troublesome and liminal. This work presents a theoretical framework that includes the transformative impact on identity in the process of becoming an open educator, the troublesomeness inherent in this evolution and the liminal space through which the evolving teachers progress. It is argued that a focus on the development of open educator identity aligns with current reflective approaches to working on teachers' professional identity, and at the same time supports a focus on teachers' commitment to a democratic approach to education, which is necessary in neoliberal times. (As Provided).
Anmerkungen	Association for Learning Technology. Gipsy Lane, Headington, Oxford OX3 0BO, UK. e-mail: enquiries@alt.ac.uk; Web site: https://journal.alt.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01