Plaidoyer pour les pratiques éducatives ouvertes : l'expérience du concepteur pédagogique

Auteurs-es

  • Michelle Harrison Thompson Rivers University
  • Irwin DeVries Thompson Rivers University

DOI :

https://doi.org/10.21432/cjlt27881

Mots-clés :

instructional designers, open educational practices, open educational resources, advocacy, change agency

Résumé

Les concepteurs pédagogiques sont dans une position unique pour fournir un leadership et un soutien pour l'avancement des nouvelles technologies et pratiques. Pourtant, une recherche documentaire révèle un manque de recherche sur les rôles actuels et potentiels spécifiquement axés sur les concepteurs pédagogiques en ce qui concerne l'intégration et la promotion de pratiques éducatives ouvertes dans leurs établissements d'enseignement supérieur. Dans le contexte des nouvelles pratiques éducatives ouvertes, une enquête et des entretiens ont été menés avec des professionnels de la conception pédagogique pour établir, à partir de leur expérience et de leur pratique, leurs rôles et leur potentiel de défense des pratiques éducatives ouvertes (OEP), y compris les ressources éducatives ouvertes (OER). Parmi les résultats de l'analyse, il a été constaté que, bien que les concepteurs pédagogiques soient fortement conscients et désireux de défendre l'OEP dans leurs établissements, leur capacité à aller de l'avant était limitée par des obstacles perçus tels que le manque de mandats pertinents et la reconnaissance de la charge de travail professionnelle, élaboration de politiques et financement, sensibilisation et soutien au leadership. De plus, des écarts ont été identifiés entre ce qu'ils apprécient le plus au sujet de l'OEP, comme la mise en œuvre de pédagogies innovantes, et ce qu'ils pourraient réellement initier et défendre en pratique (adopter et soutenir les REL). Ils ont souligné le manque d'opportunités formelles d'apprentissage autour de l'OEP et ont déclaré que leurs principales sources d'apprentissage et de soutien étaient de nature informelle, acquises par le biais de leurs réseaux et collaborations avec des pairs.

Bibliographies de l'auteur-e

Michelle Harrison, Thompson Rivers University

Senior Instructional Designer, Instructional Design Department

Irwin DeVries, Thompson Rivers University

Adjunct Faculty, School of Education

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Publié-e

2020-04-06

Numéro

Vol. 45 No. 3 (2019): Automne

Rubrique

Articles

Licence

© Irwin DeVries, Michelle Harriason 2020

Licence Creative Commons

Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.

Droits d’auteur

Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.