Open Praxis

http://www.openpraxis.org
Open Praxis is a peer-reviewed open access scholarly journal focusing on research and innovation in open, distance and flexible education.

List of Papers (Total 215)

Innovation, research and best practice in open and distance education

This last 2015 issue of Open Praxis brings together eight articles. First five contributions were awarded an ICDE prize for Innovation and Best Practice in the field of open and distance education (second edition). The three last papers were submitted to Open Praxis following the regular process.

Effective web videoconferencing for proctoring online oral exams: a case study at scale in Brazil

The challenging of assessing formal and informal online learning at scale includes various issues. Many universities who are now promoting “Massive Online Open Courses” (MOOC), for instance, focus on relatively informal assessment of participant competence, which is not highly ‘quality assured’. This paper reports best practices on the use of a web videoconferencing application...

Temoa: An Open Educational Resources Portal to seek, investigate and inquire

Temoa is a distributor of knowledge that provides a multilingual public catalog of collections of Open Educational Resources (OER). Temoa seeks to support the educational community to find the resources and materials that meet their needs for teaching and learning, through a specialized search system and collaborative social tools. Temoa was established after the need to expand...

A Case Study of Scholars’ Open and Sharing Practices

Although the open scholarship movement has successfully captured the attention and interest of higher education stakeholders, researchers currently lack an understanding of the degree to which open scholarship is enacted in institutions that lack institutional support for openness. I help fill this gap in the literature by presenting a descriptive case study that illustrates the...

Critical Discourse Analysis of Moderated Discussion Board of Virtual University of Pakistan

The paper critically evaluated the discursive practices on the Moderated Discussion Board (MDB) of Virtual University of Pakistan (VUP). The paramount objective of the study was to conduct a critical discourse analysis (CDA) of the MDB on the Learning Management System (LMS) of VUP. For this purpose, the academic power relations of the students and instructors were evaluated by...

Introduction to Open Praxis volume 7 issue 3

This issue of Open Praxis includes six papers presenting research or innovative practices in the field of open, distance and flexible education.

Open Government Partnership as a Platform for Advancing Open Education Policy

An exciting new avenue for establishing and expanding national commitments to open education has emerged through the Open Government Partnership (OGP), a multilateral initiative that aims to secure commitments from governments to make their governance more open, accountable and responsive to citizens. In the past, there has not been a strong link between open education and open...

An OER Online Course Remixing Experience

This paper describes the authors’ experience of remixing two existing OER courses to provide an OER course for a particular purpose and context. The developing country target environment is stated as well as the original resources’ provenance. The motivation for remixing these OER is explored, and the design of the adapted resource is described followed by notes on the...

Using Open Educational Practices to Support Institutional Strategic Excellence in Teaching, Learning & Scholarship

This paper explores the integration of Open Educational Practices (OEP) into an institutional strategy to develop distinctive excellence in teaching, learning and scholarship. The institution in the case study is a public polytechnic university serving a metropolitan area in Canada. If emerging Open Educational Practices are to flourish at our university, support for OEP must...

Capacity-building in open education: an Australian approach

Addressing the gap between global open educational resource (OER) proliferation and the slow adoption of OER and open educational practices (OEP) in Australian higher education, this paper focuses on a capacity-building project targeting academics, academic support staff and educational developers. The conception, design, development, piloting and evaluation of an open, online...

The Open Library at AU (Athabasca University): Supporting Open Access and Open Educational Resources

To address challenges that learners, course creators, librarians and academics involved with OER and MOOCs are facing when looking for scholarly materials, Athabasca University Library has initiated the development of the Open Library at AU. This open library is a full library website that provides easy access to open and free resources. Tools and information literacy tutorials...

Recommendations on Formative Assessment and Feedback Practices for stronger engagement in MOOCs

Many publications and surveys refer to the high drop out rate in Massive Open Online Courses (MOOCs) which is around 90%, especially if we compare the number of students who register against those who finish. Working towards improving student engagement in MOOCs, we focus on providing specific research-based recommendations on formative assessment and feedback practices that can...

Learning from the innovative open practices of three international health projects: IACAPAP, VCPH and Physiopedia

Open educational resources and open educational practices are being increasingly used around the globe to train and support professionals in areas where funding and resources are scarce. This paper evaluates the open educational practices (OEP) of three global health projects operating outside academia - the International Association for Child and Adolescent Psychiatry and Allied...

Using an ‘open approach’ to create a new, innovative higher education model

Navigating learning, formal or informal, can be overwhelming, confusing, and impersonal. With more options than ever, the process of deciding what, where, and when can be overwhelming to a learner. The concept of Open College at Kaplan University (OC@KU) was to bring organization, purpose, and personalization of learning caused by vast resources and numerous options. Focused on...

Book review of The Battle for Open

Has the openness movement won the battle to transform itself into a mainstream phenomenon in higher education? If the answer is yes, does this mean that the disputes with other educational technological solutions, in particular restricted, have definitively ended? Or rather is it only the beginning of a long confrontation to take center stage in a digital ecosystem that is...

Introduction to selected papers on Open Education

This issue of Open Praxis compiles selected papers presented at the Open Education Consortium Global Conference, held in Banff (Canada) on April 22-24, 2015.

Book review of The new landscape of mobile learning: Redesigning education in an app-based world

This is a book review on The new landscape of mobile learning: Redesigning education in an app-based world, by editors Charles Miller and Aaron Doering. This is an edited book, but one for which the editors sought out specific authors to write about their experiences and expertise on mobile learning. One of Miller and Doering’s goals is to promote greater thinking about mobile...

Strength in Numbers: Learning Together in Online Communities – A Learner Support System for Adult First Nation Students and Practitioners

Longstanding calls for return to self-government and continuing alienation of First Nations’ youth from mainstream educational systems point to the need for provision of adult education that serves First Nations’ needs. An adaptable and culturally coherent learner support system for adult education programs for First Nation students and practitioners is proposed that can be...

Key skills for co-learning and co-inquiry in two open platforms: a massive portal (EDUCARED) and a personal environment (weSPOT)

This paper presents a qualitative investigation on key skills for co-learning and co-inquiry in the digital age. The method applied was cyber-ethnography with asynchronous observation (forum and wiki) and synchronous discussions (webconference) for analysing skills developed by a co-learning community. This study focuses on participants from different countries who interacted...

Rhizo14: A Rhizomatic Learning cMOOC in Sunlight and in Shade

The authors present findings from the first stage of research into a ‘home-grown’ connectivist MOOC, Rhizomatic Learning: The Community is the Curriculum (Rhizo14). We compare the surface view of the MOOC that has been presented in a range of open blog posts and articles with the view from beneath the surface that we have found in data we have collected (some anonymously). Our...

Perspectives on influencing aspects for students' acceptance of multimedia materials in training programs

This study was carried out in order to improve the understanding and learning of participants enrolled in face-to-face training programs, and to enhance their learning and retention of content through multimedia materials. A qualitative study was conducted to inquire about the perception of the participants and instructors of an Administrative training program. Through...

Social Interaction in Self-paced Distance Education

In this paper we present a case study of a self-paced university course that was originally designed to support independent, self-paced study at distance. We developed a social media intervention, in design-based research terms, that allows these independent students to contribute archived content to enhance the course, to engage in discussions with other students and to share as...