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 |
|---|---|
| Language: | English |
| Authors: | Adam, Taskeen (ORCID |
| Source: | Distance Education. 2020 41(2):171-185. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Open Education, Online Courses, Instructional Design, Epistemology, Foreign Countries, Educational Practices, Cultural Influences, Values, Ideology, Political Influences |
| Geographic Terms: | South Africa |
| DOI: | 10.1080/01587919.2020.1757405 |
| ISSN: | 0158-7919 |
| 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." |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1273259 |
| Database: | ERIC |
| 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." |
|---|---|
| ISSN: | 0158-7919 |
| DOI: | 10.1080/01587919.2020.1757405 |
