Open educational practices of MOOC designers: embodiment and epistemic location.
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| Title: | Open educational practices of MOOC designers: embodiment and epistemic location. |
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| Authors: | Adam, Taskeen1 ta362@cam.ac.uk |
| Source: | Distance Education. 2020, Vol. 41 Issue 2, p171-185. 15p. |
| Subject Terms: | *Education, *Massive open online courses, *Theory of knowledge, Researcher positionality, Open theism |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Distance Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 144574709 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=144574709 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/01587919.2020.1757405 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 171 Subjects: – SubjectFull: Education Type: general – SubjectFull: Massive open online courses Type: general – SubjectFull: Theory of knowledge Type: general – SubjectFull: Researcher positionality Type: general – SubjectFull: Open theism Type: general Titles: – TitleFull: Open educational practices of MOOC designers: embodiment and epistemic location. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Adam, Taskeen IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 01587919 Numbering: – Type: volume Value: 41 – Type: issue Value: 2 Titles: – TitleFull: Distance Education Type: main |
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