Into the Labyrinth : A PhD Comprehensive Portfolio

Research Questions

     I wonder how a teacher educator’s OEPr are impacted by an awareness and application of MDL? For the purpose of this research project, OEPr are defined, following Cronin (2017), as collaborative pedagogies utilizing digital technologies and authentic learning encounters for “interaction, peer-learning, knowledge creation, and empowerment of learners” (p. 18). In other words, teacher educators will individually or collaboratively select OEPr to support their ways of knowing, designing, planning, and assessing teaching and learning events (Cronin, 2017; Nascimbeni, 2016; Paskevicius, 2017; Paskevicius & Irvine, 2019).
     In this research, OEPr are explored through teacher educators’ participatory, collaborative, networked, shared, and public-facing educational practices (Cronin & MacLaren, 2018; Gur et al., 2019; Lohnes Watulak et al., 2018). Current research in the field of OEPr fails to clearly identify the critical role played by media and digital literacies (Bozkurt et al., 2019; Cronin, 2017) which prompts the question of how critical media and digital literacies impact teacher educators’ OEPr?

RESEARCH QUESTIONSThis 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).
References

Bozkurt, A., Koseoglu, S., & Singh, L. (2019). An analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere. Australasian Journal of Educational Technology, 35(4). Retrieved from https://ajet.org.au/index.php/AJET/article/view/4252/1564

Cronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in higher education. International Review of Research in Open and Distributed Learning, 18(5). http://www.irrodl.org/index.php/irrodl/article/view/3096/4301

Cronin, C., & MacLaren, I. (2018). Conceptualising OEP: A review of theoretical and empirical literature in open educational practices. Open Praxis, 10(2), 127–143.

Nascimbeni, F., & Burgos, D. (2016). In search for the open educator: Proposal of a definition and a framework to Increase openness adoption among university educators. The International Review of Research in Open and Distributed Learning, 17(6). https://doi.org/http://dx.doi.org/10.19173/irrodl.v17i6.2736

Paskevicius, M. (2017). Conceptualizing open educational practices through the lens of constructive alignment. Open Praxis, 9(2), 125–140. https://openpraxis.org/index.php/OpenPraxis/article/view/519

Pink, S., Horst, H., Postill, J., Hjorth, L., Lewis, T., & Tacchi, J. (2015). Digital ethnography: Principles and practices. Thousand Oaks, CA: SAGE Publications Inc.

Tur, G., Havemann, L., Marsh, D., Keefer, J. M., & Nascimbeni, F. (2020). Becoming an open educator: towards an open threshold framework. Research in Learning Technology, 28. https://doi.org/10.25304/rlt.v28.2338

Watulak, S. L., Woodard, R., Smith, A., Johnson, L., Phillips, N., & Wargo, K. (2018). Connected Teaching and Learning in K-16+ Contexts: An Annotated Bibliography. Contemporary Issues in Technology and Teacher Education, 18(2), 289–312.
 

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