The Why of Open Pedagogy: A Value-First Conceptualization for Enhancing Instructor Praxis

Autor/inn/en	Werth, Eric; Williams, Katherine
Titel	The Why of Open Pedagogy: A Value-First Conceptualization for Enhancing Instructor Praxis
Quelle	In: Smart Learning Environments, 9 (2022), Artikel 10Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Werth, Eric) ORCID (Williams, Katherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7091
DOI	10.1186/s40561-022-00191-0
Schlagwörter	Open Education; Praxis; Theory Practice Relationship; Alignment (Education); Values; Teacher Characteristics; Educational Practices; Visual Aids; Self Evaluation (Individuals); Curriculum Design + Suchen Sie Ihr Suchwort? Offene Erziehung; Offener Unterricht; Theorie-Praxis-Beziehung; Wertbegriff; Bildungspraxis; Anschauungsmaterial; Lehrplangestaltung
Abstract	Theoretical evolution within the field of Open Pedagogy has progressed rapidly in recent years. Practical application, however, has lagged this conceptual development. This article seeks to explore the gap between theory and practice by examining how the use of terms within the open education space may create barriers for instructors new to the concept. The authors of this article argue that the most effective approach to creating momentum toward practices associated with Open Pedagogy is to begin with an alignment of an instructor's values with the attributes of an open educator. Subject matter experts were consulted in the association of open pedagogical values with specific practices. The result is a visual aid useful for an instructor's self-assessment or in collaboration with curriculum designers to identify a logical start point for an instructor as they begin their movement from a more traditional to an open approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01