Alevizou, Panagiota
(2012).
![[img]](http://oro.open.ac.uk/style/images/fileicons/application_pdf.png)
|
PDF (Version of Record)
- Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (404Kb) |
| URL: | http://www.ucel.ac.uk/oer12/docs/Conference_Procee... |
|---|---|
| Google Scholar: | Look up in Google Scholar |
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 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/Department: | Faculty of Arts and Social Sciences (FASS) |
| Interdisciplinary Research Centre: | Centre for Citizenship, Identities and Governance (CCIG) |
| Related URLs: |
|
| Item ID: | 33452 |
| Depositing User: | Giota Alevizou |
| Date Deposited: | 25 Apr 2012 08:25 |
| Last Modified: | 02 Aug 2016 21:52 |
| URI: | http://oro.open.ac.uk/id/eprint/33452 |
| Share this page: |     |
Download history for this item
These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.