Open Educational Practices Advocacy: The Instructional Designer Experience
Keywords:instructional designers, open educational practices, open educational resources, advocacy, change agency
Instructional designers are in a unique position to provide leadership and support for advancement of new technologies and practices. There is a paucity of research on current and potential roles of Instructional designers in incorporating and advocating for open educational practices at their higher education institutions. Against the background of emerging open educational practices, a survey and interviews were conducted with instructional design professionals to establish, from their experience and practice, their roles and potential for advocacy for open educational practices (OEP) including open educational resources (OER). Among the results of the analysis, it was found that while instructional designers have a strong awareness of and desire to advocate for OEP in their institutions, their ability to move forward was limited by perceived barriers such as lack of relevant mandates and professional workload recognition, policy development and funding, awareness and leadership support. In addition, there were gaps identified between what they most valued about OEP, such as implementing innovative pedagogies, and what they could actually initiate and advocate for in practice (adopt and support OER). They pointed to a lack of formal learning opportunities around OEP and expressed that their main sources of learning and support were of an informal nature, acquired through their networks and collaborations with peers.
Annand, D., & Jensen, T. (2017). Incentivizing the production and use of open educational resources in higher education institutions. International Review of Research in Open and Distributed Learning, 18(4), 1-15. doi:10.19173/irrodl.v18i4.3009
Attwell, G., & Pumilia, P. M. (2007). The new pedagogy of open content: Bringing together production, knowledge, development, and learning. Data Science Journal, 6, S211-S219. doi:10.2481/dsj.6.S211
Beetham, H., Falconer, I., McGill, L., & Littlejohn, A. (2012). Open practices: A briefing paper. JISC. Retrieved from https://oersynth.pbworks.com/w/page/51668352/OpenPracticesBriefing
Bazeley, P. (2013). Qualitative data analysis: Practical strategies. Penrith, Australia: Sage.
Bodily, R., Leary, H., & West, R. E. (2019). Research trends in instructional design and technology journals. British Journal of Educational Technology, 50(1), 64-79. doi:10.1111/bjet.12712
Campbell, K., Schwier, R. A., & Kenny, R. F. (2009). The critical, relational practice of instructional design in higher education: An emerging model of change agency. Educational Technology Research and Development, 57(5), 645-663. doi:10.1007/s11423-007-9061-6
Campbell, K. & Schwier, R. A (2014). Major movements in instructional design. In Zawacki-Richter, O., & Anderson, T. (Eds.), Online distance education: Towards a research agenda. Athabasca University Press, 345-380.
Childs, E., Axe, J., Veletsianos, G., & Webster, K. (2020). Fostering openness within a higher education institution: Tensions, opportunities and a work in progress. In D. Conrad & P. Prinsloo (Eds.), Open(ing) education: Theory and practice, pp. 345-363. Leiden: Brill.
Conole, G. C. & Ehlers, U. D. (2010). Open educational practices: Unleashing the power of OER. In UNESCO Workshop on OER. Windhoek, Namibia.
Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Upper Saddle River, N.J.: Pearson.
Cronin, C. (2017). Openness and praxis: Exploring the use of open educational practices in Higher Education. The International Review of Research in Open and Distributed Learning, 18(5), 15-34. doi:10.19173/irrodl.v18i5.3096
Cronin, C. (2020). Open education: Walking a critical path. In D. Conrad & P. Prinsloo (Eds.), Open(ing) education: Theory and practice, pp. 9-25. Leiden: Brill.
Downes, S. (2019). A look at the future of open educational resources. The International Journal of Open Educational Resources, (Vol. 2). Retrieved from https://www.ijoer.org/a-look-at-the-future-of-open-educational-resources/
Ehlers, U. D. (2011). Extending the territory: From open educational resources to open educational practices. Journal of Open, Flexible, and Distance Learning, 15(2), 1-10.
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115. doi:10.1111/j.1365-2648.2007.04569.x
Hannan, A. (2005). Innovating in higher education: contexts for change in learning technology. British Journal of Educational Technology, 36(6), 975-985.
Hegarty, B. (2015). Attributes of open pedagogy: A model for using open educational resources. Educational Technology. Retrieved from https://www.scribd.com/doc/276569994/Attributes-of-Open-Pedagogy-A-Model-for-Using-Open-Educational-Resources
Hodgkinson-Williams, C., & Trotter, H. (2018). A social justice framework for understanding open educational resources and practices in the global south. Journal of Learning for Development – JL4D. 5(2), 204-224. Retrieved from https://jl4d.org/index.php/ejl4d/article/view/312
Hogan, P., Carlson, B. R., & Kirk, C. (2015). Open educational practices’ models using open educational resources. Proceedings of the Northern Michigan University Commons. Retrieved from http://commons.nmu.edu/facwork_conferencepapers
Inouye, D. K., Merrill, P. F., & Swan, R. H. (2005). Help: toward a new ethics-centered paradigm for instructional design and technology. IDT Record, 1-27.
Jhangiani, R., Pitt, R., Hendricks, C., Key, J., & Lalonde, C. (2016). Exploring faculty use of open educational resources at British Columbia post-secondary institutions. Retrieved from http://viuspace.viu.ca/handle/10613/2705
Keppell, M. J. (2007). Instructional designers on the borderline: Brokering across communities of practice. In Keppell, M. (Ed.), Instructional Design: Case Studies in Communities of Practice. Hershey, PA: Information Science Publishing, 68-90.
Lambert, S. R. (2018). Changing our (dis)course: A distinctive social justice aligned definition of open education. Journal of Learning for Development, 5(3). Retrieved from https://jl4d.org/index.php/ejl4d/article/view/290/334
McGriff, S. J. (2001). Leadership in Higher Education: Instructional designers in faculty development programs. Retrieved from https://files.eric.ed.gov/fulltext/ED470160.pdf
Murphy, A. (2013). Open educational practices in higher education: institutional adoption and challenges. Distance Education, 34(2), 201-217. doi:10.1080/01587919.2013.793641
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). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/2736
Nascimbeni, F., Burgos, D., Campbell, L. M., & Tabacco, A. (2018). Institutional mapping of open educational practices beyond use of open educational resources. Distance Education, 39(4), 511-527. doi:10.1080/01587919.2018.1520040
Patton M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage.
Piedra, N., Chicaiza, J., López, J., Tovar, E., & Martínez, O. (2009). Open educational practices and resources based on social software, UTPL experience. Proceedings of the 2009 Euro American Conference on Telematics and Information Systems: New opportunities to increase digital citizenship (p. 34). New York, N.Y.: ACM Digital Library.
Ren, X. (2019). The undefined figure: Instructional designers in the open educational resource (OER) movement in higher education. Education and Information Technologies, 24, 3483-3500. Retrieved from http://link.springer.com/10.1007/s10639-019-09940-0
Schwier, R, Campbell, K., & Kenny, R (2007). Instructional designers’ perceptions of their agency: Tales of change and community. In Keppell, M. (Ed.), Instructional Design: Case Studies in Communities of Practice. Hershey, PA: Information Science Publishing, 1-18.
Schwier, R, Campbell, K., & Kenny, R. (2004). Instructional designers’ observations about identity, communities of practice, and change agency. Australasian Journal of Educational Technology, 20(1), 69-100. doi:10.14742/ajet.1368
Sharif, A., & Cho, S. (2015). 21st-century instructional designers: Bridging the perceptual gaps between identity, practice, impact and professional development. RUSC. Universities and Knowledge Society Journal, 12(3). pp. 72-85. doi:10.7238/rusc.v12i3.2176
Weller, M. (2010). Big and little OER. Proceedings of Open Ed 2010, Barcelona. Retrieved from http://openaccess.uoc.edu/webapps/o2/bitstream/10609/4851/6/Weller.pdf
Weller, M. (2013). The battle for open - a perspective. Journal of Interactive Media in Education, 2013(3), p.Art.15. doi:10.5334/2013-15
Weller, M., Jordan, K., DeVries, I., & Rolfe, V. (2018). Mapping the open education landscape: citation network analysis of historical open and distance education research. Open Praxis, 10(2), 109-126. doi:10.5944/openpraxis.10.2.822
Yusop, F. D., & Correia, A.-P. (2014). On becoming a civic-minded instructional designer: An ethnographic study of an instructional design experience. British Journal of Educational Technology, 45(5), 782-792.
Copyright (c) 2020 Irwin DeVries, Michelle Harriason
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an International Creative Commons Attribution-NonCommercial License (CC-BY-NC 4.0) that allows others to share the work for non-commercial purposes, with an acknowledgement of the work's authorship and initial publication in this journal.