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Knowledge typologies for professional learning: educators’ (re)generation of knowledge when learning open educational practice

Hood, Nina and Littlejohn, Allison (2017). Knowledge typologies for professional learning: educators’ (re)generation of knowledge when learning open educational practice. Educational Technology Research and Development, 65(6) pp. 1583–1604.

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Open education resources (OER) and accompanying open education practices(OEP), are changing the education landscape. For educators to take full advantage of theopportunities OER offer they must engage in learning activities to facilitate the extensionand adaption of their practice. This paper forms part of a larger study exploring how adulteducators learn from and through their engagement with OER in the contexts of their work.Following a quantitative investigation of the learning behaviours of 521 educators aroundOER use, follow up interviews were conducted with 30 participants. The interviewsexplore in greater detail the ways knowledge is being (re)generated and used by theeducators as they learn new practices with and through OER. Six broad knowledge typeswere identified as supporting the expansion of practice. The data suggest educators notonly require multiple types of knowledge, but also must be able to move fluidly amongthese different types of knowledge.

Item Type: Journal Item
Copyright Holders: 2017 Association for Educational Communications and Technology
ISSN: 1556-6501
Project Funding Details:
Funded Project NameProject IDFunding Body
Erasmus + ExplOERer Project2014-1-SE01-KA200-000994Erasmus Plus Programme
Keywords: Open education resources (OER); Open education practice(OEP); Professional learning; Knowledge building; Higher education
Academic Unit/School: Institute of Educational Technology (IET)
Research Group: Health and Wellbeing PRA (Priority Research Area)
Item ID: 50675
Depositing User: Allison Littlejohn
Date Deposited: 25 Aug 2017 10:07
Last Modified: 13 Dec 2019 09:11
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