a site of praxis, a place where theories about learning, teaching, technology, and social justice enter into a conversation with each other and inform the development of educational practices and structures.
Wonderful! I believe this expansive framing is a more useful way to explain the concept of OEP than OER-focused definitions.
importance of OER in making OEP possible
Like Nate's comment above, I suggest that OER is just one of the ways of making OEP possible. In practice, there are multiple entry points to, and avenues of, OEP. It may begin with use of social media to open conversations, use of open tools, even the preparatory work of creating digital identities, considering equity on the open web, etc. Use/creation/adaptation of OER is usually part of OEP, but not always, and it is not necessarily the starting point (particularly in contexts without any OER policies/support).
challenging and time-consuming
I'd agree with all of the challenges identified here. Understanding these is useful in designing ways to help support faculty and staff regarding OEP. An additional challenge that emerged in my recent research on OEP was faculty concerns regarding privacy and identity -- this included defining (and continually negotiating) personal/professional & teacher/student boundaries in their open practice. Exploring such tensions is an important part of supporting faculty and staff consideration/exploration of open practices.
work both within and without the old LMS/VLE
Thanks Mike - this is a great example re: maximising the benefit of open educational practices & using the VLE - realistic way of working for many working in Irish HE.
helping people to visualise their practices so that
We're finding that V+R mapping is helping educators to visualise & reflect on their online practices, to share their perspectives on learning spaces, digital identities & openness, and to consider how these insights might inform their teaching practices. This post summarises our first V+R workshop with Donna & Dave last year - work is continuing, with both students & staff. https://catherinecronin.wordpress.com/2015/03/19/marvellous-mapping/
It cuts both ways and it's disenfranchising across the board.
This is such a powerful point. Angry as we may be about the dangers of the DN narrative, we need sensitivity when working with people to deconstruct it. I'm thinking of staff who feel overwhelmed (e.g. increasing workload, info overload, pace of tech change, ruthless institutional policies) and may find in the DN narrative (always on offer, sadly) some form of comfort. The V+R process is a wonderful way of breaking through this - particularly when accompanied with humour & sensitivity (& plenty of coloured markers & coffee :) ).