Open Educational Practices of MOOC Designers: Embodiment and Epistemic Location

Autor/in	Adam, Taskeen
Titel	Open Educational Practices of MOOC Designers: Embodiment and Epistemic Location
Quelle	In: Distance Education, 41 (2020) 2, S.171-185 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adam, Taskeen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2020.1757405
Schlagwörter	Open Education; Online Courses; Instructional Design; Epistemology; Foreign Countries; Educational Practices; Cultural Influences; Values; Ideology; Political Influences; South Africa + Suchen Sie Ihr Suchwort? Offene Erziehung; Offener Unterricht; Online course; Online-Kurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Erkenntnistheorie; Ausland; Bildungspraxis; Cultural influence; Kultureinfluss; Wertbegriff; Ideologie; Political influence; Politischer Einfluss; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the "embodiment of openness." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01