Open to interpretation?: productive frameworks for understanding audience engagement with OER

Alevizou, Panagiota (2012). Open to interpretation?: productive frameworks for understanding audience engagement with OER. In: Cambridge 2012: Innovation and Impact – Openly Collaborating to Enhance Education, a joint meeting of OER12 and OpenCourseWare Consortium Global 2012, 16-18 April 2012, Cambridge, UK.

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Abstract

At the core of evolutionary trajectories in the digital networked media and OER landscape, the notions of 'educational and learners' communities' and open 'participatory pedagogy' become more complex. Combining notions of 'mediation' from activity theory and communications studies to analyze a large body of literature and qualitative data offering insights on stakeholders motivations, perceptions, practices or uses, the paper considers the meaning of Open Educational Resources (OERs) as participatory learning media in a global context. It then draws on perceptions and uses of OER and open media by faculty, and structures dimensions of cultural and socio-technical mediation by this particular segment and focusing on two types of users: the teacher as active interpreter and salient user and the teacher as digital publisher. We argue that the socio-technical and pedagogical affordances and OERs, hinder many tensions pertaining: a) the definition of openness; b) quality; and c) moral authority regarding both context and adaptability

Item Type:	Conference or Workshop Item
Copyright Holders:	2012 Panagiota Alevizou
Extra Information:	This can be licensed under creative commons, attribution license
Keywords:	Mediated learning, open media, OER mediation, quality, use of OER, audience, prod-use
Academic Unit/School:	Faculty of Arts and Social Sciences (FASS) > Politics, Philosophy, Economics, Development, Geography Faculty of Arts and Social Sciences (FASS)
Related URLs:	http://cambridge2012.org/(Other)
Item ID:	33452
Depositing User:	Giota Alevizou
Date Deposited:	25 Apr 2012 08:25
Last Modified:	03 Apr 2018 08:01
URI:	http://oro.open.ac.uk/id/eprint/33452
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