Into the Labyrinth : A PhD Comprehensive Portfolio

OEPr - Open Practices

     The Cape Town Open Education Declaration (2007b) suggests that open education is an idea that is living and evolving (Bozkurt, Koseoglu, & Singh. 2019). Despite more than a decade of developing conceptualizations of OEPr, as shaped by social, cultural, geographic, and economic factors, there is still no clear definition of what it means to be an open educator (Bozkurt et al., 2019; Cronin & MacLaren, 2018).
     Broadly speaking, OEPr encompasses (a) open sharing of learning and instructional design, (b) collaborative development of open educational content and resources, (c) open and accessible co-creation and delivery of learning activities, and (d) the application of shared peer and collaborative assessment and evaluation practices (Bozkurt et al., 2019; Cronin & MacLaren, 2018; Nascimbeni & Burgos, 2016; Paskevicius, 2017; Wiley & Hilton, 2018). Openness in education results in increased transparency, improved collaboration, and the democratization of educational endeavours (Kimmons, 2016). This definition of OEPr is shaped by a philosophy about teaching that “emphasises giving learners choices about medium or media, place of study, pace of study, support mechanisms, and entry and exit points, which are provided mostly with opportunities enabled by educational technologies” (Bozkurt, et al., 2019, p. 80). This literature review will examine the narrow application of OEPr that focus on the use of multimedia-enabled digital technologies (Brown & Adler, 2008; Hegarty, 2015; Mayer, 2017).
Open educational practices (OEPr) are 
 

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