In authors or contributors

Open educational practices of MOOC designers: embodiment and epistemic location

Resource type
Journal Article
Author/contributor
Title
Open educational practices of MOOC designers: embodiment and epistemic location
Abstract
This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness.
Publication
Distance Education
Volume
41
Issue
2
Pages
171-185
Date
April 2, 2020
ISSN
0158-7919
Short Title
Open educational practices of MOOC designers
Accessed
14/06/2020, 11:56
Library Catalog
Taylor and Francis+NEJM
Extra
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757405 shortDOI: 10/ghd7n3
Citation
Adam, T. (2020). Open educational practices of MOOC designers: embodiment and epistemic location. Distance Education, 41(2), 171–185. https://doi.org/10.1080/01587919.2020.1757405