Into the Labyrinth : A PhD Comprehensive Portfolio

Open Education Framework

Open Educational Practices
There are many conceptions, definitions, and visions for open education in relation to:
  1. open educational resources (Bayne, Knox, & Ross, 2015; Rolfe, 2012; Weller, 2014; Wiley, Bliss, & McEwen, 2014),
  2. open scholarship (Stewart, 2015; Veletsianos & Kimmons, 2012; Weller, 2016),
  3. the open education movement (Alevizou, 2015; Bayne et al., 2015; Farrow, 2016; Noddings & Enright, 1983; Rolfe, 2017),
  4. open pedagogies (Armellini & Nie, 2013; Cronin & MacLaren, 2018; Ehlers, 2011; Hegarty, 2015), and
  5. open education practices (Couros, 2010; Paskevicius, 2017; Paskevicius & Irvine, 2019; Roberts, Blomgren, Ishmael, Graham, & Ferdig, 2018; Roberts, 2019; Stagg, 2017).
While the dominant research discourse focuses on open education resources, my research will focus on the transformative potential of OEPr, which is underrepresented in scholarly work, particularly in the field of education, (Cronin & MacLaren, 2018; Nascimbeni, 2018; Paskevicius, 2018; Roberts, 2019). For clarification, I have differentiated between open education practices using OEPr, rather than the usually used acronym OEP which is commonly applied to both open pedagogies and open practices. In this way I hope to add to the evolution to this term in current research.

This research will capture the teacher educators’ storied enactment of OEPr as shared through:
“experiences (what people feel); practices (what people do); things (the objects that are part of our lives); relationships (our intimate social environments); social worlds (the groups and wider social configurations through which people relate to each other); localities (the actual physically shared contexts that we inhabit); and events (the coming together of diverse things in public contexts)” (Pink et al., 2015).

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