Pub Date : 2023-11-21DOI: 10.55982/openpraxis.15.4.594
Igor Lesko, Paquita Perez Salgado, Herman Van den Bosch
Intergovernmental Organisations (IGOs) have been playing a prominent role in the Open Educational Resources (OER) movement in advocating for and supporting the development of governmental OER policies. Research shows that IGOs perform multiple roles in influencing national and global education policy processes and possess multiple policy instruments with which they can assert their influence. We adopted the conceptual framework of policy instruments to understand the types of policy instruments applied by the selected IGOs. We carried out semi-structured interviews with representatives from four important IGOs. Results show that the selected IGOs collectively used discursive dissemination, funding, technical assistance, standard-setting and coordinative functions OER policy instruments to influence the development of governmental OER policies. We report on the perceived and observed successes of these IGOs OER policy instruments and the related challenges. We discuss relevant findings and their implications for further research and activities of IGOs.
{"title":"Intergovernmental Organisations (IGOs) and Governmental Open Educational Resources (OER) Policies: Instruments of International Policy Influence","authors":"Igor Lesko, Paquita Perez Salgado, Herman Van den Bosch","doi":"10.55982/openpraxis.15.4.594","DOIUrl":"https://doi.org/10.55982/openpraxis.15.4.594","url":null,"abstract":"Intergovernmental Organisations (IGOs) have been playing a prominent role in the Open Educational Resources (OER) movement in advocating for and supporting the development of governmental OER policies. Research shows that IGOs perform multiple roles in influencing national and global education policy processes and possess multiple policy instruments with which they can assert their influence. We adopted the conceptual framework of policy instruments to understand the types of policy instruments applied by the selected IGOs. We carried out semi-structured interviews with representatives from four important IGOs. Results show that the selected IGOs collectively used discursive dissemination, funding, technical assistance, standard-setting and coordinative functions OER policy instruments to influence the development of governmental OER policies. We report on the perceived and observed successes of these IGOs OER policy instruments and the related challenges. We discuss relevant findings and their implications for further research and activities of IGOs.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"389 ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139251181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-20DOI: 10.55982/openpraxis.15.2.554
Leo S. Lo, Jennifer Jordan, Holly Surbaugh
The cost of textbooks is a significant concern for undergraduate students, particularly at institutions serving marginalized populations. This study explores this issue at the University of New Mexico, a Hispanic-Serving R1 institution. A comprehensive survey was conducted among undergraduate students to understand their perceptions of textbook costs and its impact on their academic success. The survey covered aspects such as the perceived reasonableness of costs, budgeting practices, and strategies to manage expenses. The results revealed that high textbook costs significantly affect students’ financial well-being and academic success. Many students perceive these costs as unreasonable, leading to financial strain. Students employ various strategies to manage these expenses, including purchasing from vendors other than the campus bookstore, renting, or sharing books with classmates. This study underscores the need for enhanced support and resources to alleviate the financial burden of textbook costs on students, contributing valuable insights to the literature on this subject.
{"title":"The Cost of Success: Exploring the Impact of Textbook Costs at a Hispanic-Serving R1 Institution","authors":"Leo S. Lo, Jennifer Jordan, Holly Surbaugh","doi":"10.55982/openpraxis.15.2.554","DOIUrl":"https://doi.org/10.55982/openpraxis.15.2.554","url":null,"abstract":"The cost of textbooks is a significant concern for undergraduate students, particularly at institutions serving marginalized populations. This study explores this issue at the University of New Mexico, a Hispanic-Serving R1 institution. A comprehensive survey was conducted among undergraduate students to understand their perceptions of textbook costs and its impact on their academic success. The survey covered aspects such as the perceived reasonableness of costs, budgeting practices, and strategies to manage expenses. The results revealed that high textbook costs significantly affect students’ financial well-being and academic success. Many students perceive these costs as unreasonable, leading to financial strain. Students employ various strategies to manage these expenses, including purchasing from vendors other than the campus bookstore, renting, or sharing books with classmates. This study underscores the need for enhanced support and resources to alleviate the financial burden of textbook costs on students, contributing valuable insights to the literature on this subject.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"5 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84183358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-09DOI: 10.55982/openpraxis.15.1.518
Deb Chen, C. Hendricks
In recent years there have been several studies reviewing the benefits and challenges of open pedagogy projects for student engagement and learning. This study adds to that literature by reporting on a survey of students who wrote case studies in three courses in forestry and conservation studies, most of whom agreed to publish publicly and with a Creative Commons license. Our results indicate that many students felt more motivated and engaged in the open pedagogy assignments compared to traditional assignments. Many also reported putting more effort into their assignment to ensure its accuracy and usefulness to others. In addition to improved understanding of copyright and citation practices, students learned how to translate knowledge for a broader audience and demonstrated an increased awareness of scholarly integrity. Still, a number of students reported increased stress with this assignment. We conclude with some recommendations to support students in such projects while reducing stress.
{"title":"Open Pedagogy Benefits and Challenges: Student Perceptions of Writing Open Case Studies","authors":"Deb Chen, C. Hendricks","doi":"10.55982/openpraxis.15.1.518","DOIUrl":"https://doi.org/10.55982/openpraxis.15.1.518","url":null,"abstract":"In recent years there have been several studies reviewing the benefits and challenges of open pedagogy projects for student engagement and learning. This study adds to that literature by reporting on a survey of students who wrote case studies in three courses in forestry and conservation studies, most of whom agreed to publish publicly and with a Creative Commons license. Our results indicate that many students felt more motivated and engaged in the open pedagogy assignments compared to traditional assignments. Many also reported putting more effort into their assignment to ensure its accuracy and usefulness to others. In addition to improved understanding of copyright and citation practices, students learned how to translate knowledge for a broader audience and demonstrated an increased awareness of scholarly integrity. Still, a number of students reported increased stress with this assignment. We conclude with some recommendations to support students in such projects while reducing stress.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78907186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.55982/openpraxis.15.1.521
Royce Kimmons, Bryant Jensen
Teacher learning to enact desirable yet knotty teaching practices is a complex challenge that requires innovative support. Most materials intended to support professional learning fall short and do not leverage the benefits of modern technologies to address historic barriers at school, district, and broader systemic levels. We provide a synthetic literature review of teacher learning, identify impediments, and suggest a new, technology-enabled approach to the co-design of teacher collaborative learning materials enabled by open technologies, a revolutionary mindset enabled by open technologies. We frame the Open Guidebook Approach (OGA) in terms of five values: collaboration, practicality, continuous improvement, accessibility, and adaptability. We illustrate OGA with an ongoing project, called “Making Meaning,” to support teachers learning to enact equitable practices, drawing on concepts, indicators, and observation rubrics from the Classroom Assessment of Sociocultural Interactions. Supporting teachers to transform their teaching is our objective, OGA via open technologies is the innovative means, and Making Meaning illustrates our arguments. We conclude with recommendations and ongoing questions.
{"title":"The Open Guidebook Approach: Designs to Support Collaborative, Close-to-Practice Teacher Learning","authors":"Royce Kimmons, Bryant Jensen","doi":"10.55982/openpraxis.15.1.521","DOIUrl":"https://doi.org/10.55982/openpraxis.15.1.521","url":null,"abstract":"Teacher learning to enact desirable yet knotty teaching practices is a complex challenge that requires innovative support. Most materials intended to support professional learning fall short and do not leverage the benefits of modern technologies to address historic barriers at school, district, and broader systemic levels. We provide a synthetic literature review of teacher learning, identify impediments, and suggest a new, technology-enabled approach to the co-design of teacher collaborative learning materials enabled by open technologies, a revolutionary mindset enabled by open technologies. We frame the Open Guidebook Approach (OGA) in terms of five values: collaboration, practicality, continuous improvement, accessibility, and adaptability. We illustrate OGA with an ongoing project, called “Making Meaning,” to support teachers learning to enact equitable practices, drawing on concepts, indicators, and observation rubrics from the Classroom Assessment of Sociocultural Interactions. Supporting teachers to transform their teaching is our objective, OGA via open technologies is the innovative means, and Making Meaning illustrates our arguments. We conclude with recommendations and ongoing questions.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"124 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74621772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.55982/openpraxis.15.1.558
Aras Bozkurt, I. Gil-Jaurena
{"title":"Shaping the Future by Looking at the Past of Openness in Education and Open Praxis: Rising on the Shoulders of Giants","authors":"Aras Bozkurt, I. Gil-Jaurena","doi":"10.55982/openpraxis.15.1.558","DOIUrl":"https://doi.org/10.55982/openpraxis.15.1.558","url":null,"abstract":"","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"108 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89420067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.55982/openpraxis.15.2.556
Hakan Altınpulluk, Hakan Kılınç, G. Alptekin, Yusuf Yildirim, O. Yumurtaci
{"title":"Self-Directed Learning and Intrinsic Motivation Levels in MOOCs","authors":"Hakan Altınpulluk, Hakan Kılınç, G. Alptekin, Yusuf Yildirim, O. Yumurtaci","doi":"10.55982/openpraxis.15.2.556","DOIUrl":"https://doi.org/10.55982/openpraxis.15.2.556","url":null,"abstract":"","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"40 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78810572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.55982/openpraxis.15.1.516
Liam Atwood, Rachael Kelleher, Meryl Richards, M. Nichols
{"title":"Reusing Distance Courseware to Enable Blended Delivery: A New Zealand Case Study","authors":"Liam Atwood, Rachael Kelleher, Meryl Richards, M. Nichols","doi":"10.55982/openpraxis.15.1.516","DOIUrl":"https://doi.org/10.55982/openpraxis.15.1.516","url":null,"abstract":"","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"81 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73375001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.55982/openpraxis.15.2.574
Aras Bozkurt, Torunn Gjelsvik, Tas Adam, Tutaleni I. Asino, Javiera Atenas, Maha Bali, C. Blomgren, Melissa Bond, Curtis J. Bonk, Mark Brown, D. Burgos, Dianne Conrad, E. Costello, C. Cronin, L. Czerniewicz, M. Deepwell, M. Deimann, Helen J. DeWaard, Tonia A. Dousay, Martin Ebner, R. Farrow, I. Gil-Jaurena, Leo Havemann, Andreia Inamorato, V. Irvine, S. Karunanayaka, M. Kerres, S. Lambert, Kyungmee Lee, Mpine Makoe, Victoria I. Marín, A. Mikroyannidis, Sanjaya Mishra, S. Naidu, F. Nascimbeni, M. Nichols, D. Olcott, Ebba S. I. Ossiannilsson, D. Otto, Brenda Cecilia Padilla Rodriguez, Michael Paskevicius, Verena Roberts, T. Saleem, R. Schuwer, R. Sharma, Bonnie E. Stewart, C. Stracke, A. Tait, A. Tlili, G. Ubachs, Joshua Weidlich, M. Weller, Junhong Xiao, Olaf Zawacki-Richter
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{"title":"Openness in Education as a Praxis: From Individual Testimonials to Collective Voices","authors":"Aras Bozkurt, Torunn Gjelsvik, Tas Adam, Tutaleni I. Asino, Javiera Atenas, Maha Bali, C. Blomgren, Melissa Bond, Curtis J. Bonk, Mark Brown, D. Burgos, Dianne Conrad, E. Costello, C. Cronin, L. Czerniewicz, M. Deepwell, M. Deimann, Helen J. DeWaard, Tonia A. Dousay, Martin Ebner, R. Farrow, I. Gil-Jaurena, Leo Havemann, Andreia Inamorato, V. Irvine, S. Karunanayaka, M. Kerres, S. Lambert, Kyungmee Lee, Mpine Makoe, Victoria I. Marín, A. Mikroyannidis, Sanjaya Mishra, S. Naidu, F. Nascimbeni, M. Nichols, D. Olcott, Ebba S. I. Ossiannilsson, D. Otto, Brenda Cecilia Padilla Rodriguez, Michael Paskevicius, Verena Roberts, T. Saleem, R. Schuwer, R. Sharma, Bonnie E. Stewart, C. Stracke, A. Tait, A. Tlili, G. Ubachs, Joshua Weidlich, M. Weller, Junhong Xiao, Olaf Zawacki-Richter","doi":"10.55982/openpraxis.15.2.574","DOIUrl":"https://doi.org/10.55982/openpraxis.15.2.574","url":null,"abstract":",","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"8 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78553492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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