An OER framework, heuristic and lens: Tools for understanding lecturers’ adoption of OER

<p<This paper examines three new tools – a framework, an heuristic and a lens – for analysing lecturers’ adoption of OER in higher educational settings. Emerging from research conducted at the universities of Cape Town (UCT), Fort Hare (UFH) and South Africa (UNISA) on why lecturers adopt – or...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Glenda Cox [verfasserIn] Henry Trotter [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2017

Schlagwörter:	oer adoption oer factors motivation oer readiness institutional culture

Übergeordnetes Werk:	In: Open Praxis - International Council for Open and Distance Education (ICDE), 2013, 9(2017), 2, Seite 151-171
Übergeordnetes Werk:	volume:9 ; year:2017 ; number:2 ; pages:151-171

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc Journal toc

DOI / URN:	10.5944/openpraxis.9.2.571

Katalog-ID:	DOAJ081082312

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spelling	10.5944/openpraxis.9.2.571 doi (DE-627)DOAJ081082312 (DE-599)DOAJdea9d4e35f86437392947cf50dc3a88c DE-627 ger DE-627 rakwb eng LC8-6691 Glenda Cox verfasserin aut An OER framework, heuristic and lens: Tools for understanding lecturers’ adoption of OER 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier <p<This paper examines three new tools – a framework, an heuristic and a lens – for analysing lecturers’ adoption of OER in higher educational settings. Emerging from research conducted at the universities of Cape Town (UCT), Fort Hare (UFH) and South Africa (UNISA) on why lecturers adopt – or do not adopt – OER, these tools enable greater analytical insights at the institutional and cross-institutional level, and hold the potential for generic global application. The framework – the OER Adoption Pyramid – helps distinguish and compare the factors shaping lecturers’ OER adoption which are both immediate (over which they have personal control) and remote (over which they have less or no control). The heuristic – the OER Readiness Tables – derives from the Pyramid and provides a visual representation of the institutions’ obstacles and opportunities for OER engagement. The lens – of “institutional culture” – nuances these comparisons so that the analysis remains attentive to granular, idiosyncratic variables shaping OER decisions. We believe this research will have value for scholars interested in researching OER adoption, and institutions interested in promoting it.</p< oer adoption oer factors motivation oer readiness institutional culture Special aspects of education Henry Trotter verfasserin aut In Open Praxis International Council for Open and Distance Education (ICDE), 2013 9(2017), 2, Seite 151-171 (DE-627)385613768 (DE-600)2142732-X 2304070X nnns volume:9 year:2017 number:2 pages:151-171 https://doi.org/10.5944/openpraxis.9.2.571 kostenfrei https://doaj.org/article/dea9d4e35f86437392947cf50dc3a88c kostenfrei https://openpraxis.org/articles/397 kostenfrei https://doaj.org/toc/1369-9997 Journal toc kostenfrei https://doaj.org/toc/2304-070X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_187 GBV_ILN_213 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 9 2017 2 151-171
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allfieldsGer	10.5944/openpraxis.9.2.571 doi (DE-627)DOAJ081082312 (DE-599)DOAJdea9d4e35f86437392947cf50dc3a88c DE-627 ger DE-627 rakwb eng LC8-6691 Glenda Cox verfasserin aut An OER framework, heuristic and lens: Tools for understanding lecturers’ adoption of OER 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier <p<This paper examines three new tools – a framework, an heuristic and a lens – for analysing lecturers’ adoption of OER in higher educational settings. Emerging from research conducted at the universities of Cape Town (UCT), Fort Hare (UFH) and South Africa (UNISA) on why lecturers adopt – or do not adopt – OER, these tools enable greater analytical insights at the institutional and cross-institutional level, and hold the potential for generic global application. The framework – the OER Adoption Pyramid – helps distinguish and compare the factors shaping lecturers’ OER adoption which are both immediate (over which they have personal control) and remote (over which they have less or no control). The heuristic – the OER Readiness Tables – derives from the Pyramid and provides a visual representation of the institutions’ obstacles and opportunities for OER engagement. The lens – of “institutional culture” – nuances these comparisons so that the analysis remains attentive to granular, idiosyncratic variables shaping OER decisions. We believe this research will have value for scholars interested in researching OER adoption, and institutions interested in promoting it.</p< oer adoption oer factors motivation oer readiness institutional culture Special aspects of education Henry Trotter verfasserin aut In Open Praxis International Council for Open and Distance Education (ICDE), 2013 9(2017), 2, Seite 151-171 (DE-627)385613768 (DE-600)2142732-X 2304070X nnns volume:9 year:2017 number:2 pages:151-171 https://doi.org/10.5944/openpraxis.9.2.571 kostenfrei https://doaj.org/article/dea9d4e35f86437392947cf50dc3a88c kostenfrei https://openpraxis.org/articles/397 kostenfrei https://doaj.org/toc/1369-9997 Journal toc kostenfrei https://doaj.org/toc/2304-070X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_187 GBV_ILN_213 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 9 2017 2 151-171
allfieldsSound	10.5944/openpraxis.9.2.571 doi (DE-627)DOAJ081082312 (DE-599)DOAJdea9d4e35f86437392947cf50dc3a88c DE-627 ger DE-627 rakwb eng LC8-6691 Glenda Cox verfasserin aut An OER framework, heuristic and lens: Tools for understanding lecturers’ adoption of OER 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier <p<This paper examines three new tools – a framework, an heuristic and a lens – for analysing lecturers’ adoption of OER in higher educational settings. Emerging from research conducted at the universities of Cape Town (UCT), Fort Hare (UFH) and South Africa (UNISA) on why lecturers adopt – or do not adopt – OER, these tools enable greater analytical insights at the institutional and cross-institutional level, and hold the potential for generic global application. The framework – the OER Adoption Pyramid – helps distinguish and compare the factors shaping lecturers’ OER adoption which are both immediate (over which they have personal control) and remote (over which they have less or no control). The heuristic – the OER Readiness Tables – derives from the Pyramid and provides a visual representation of the institutions’ obstacles and opportunities for OER engagement. The lens – of “institutional culture” – nuances these comparisons so that the analysis remains attentive to granular, idiosyncratic variables shaping OER decisions. We believe this research will have value for scholars interested in researching OER adoption, and institutions interested in promoting it.</p< oer adoption oer factors motivation oer readiness institutional culture Special aspects of education Henry Trotter verfasserin aut In Open Praxis International Council for Open and Distance Education (ICDE), 2013 9(2017), 2, Seite 151-171 (DE-627)385613768 (DE-600)2142732-X 2304070X nnns volume:9 year:2017 number:2 pages:151-171 https://doi.org/10.5944/openpraxis.9.2.571 kostenfrei https://doaj.org/article/dea9d4e35f86437392947cf50dc3a88c kostenfrei https://openpraxis.org/articles/397 kostenfrei https://doaj.org/toc/1369-9997 Journal toc kostenfrei https://doaj.org/toc/2304-070X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_187 GBV_ILN_213 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 9 2017 2 151-171
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callnumber-first	L - Education
author	Glenda Cox
spellingShingle	Glenda Cox misc LC8-6691 misc oer adoption misc oer factors misc motivation misc oer readiness misc institutional culture misc Special aspects of education An OER framework, heuristic and lens: Tools for understanding lecturers’ adoption of OER
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topic	misc LC8-6691 misc oer adoption misc oer factors misc motivation misc oer readiness misc institutional culture misc Special aspects of education
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title	An OER framework, heuristic and lens: Tools for understanding lecturers’ adoption of OER
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title_auth	An OER framework, heuristic and lens: Tools for understanding lecturers’ adoption of OER
abstract	<p<This paper examines three new tools – a framework, an heuristic and a lens – for analysing lecturers’ adoption of OER in higher educational settings. Emerging from research conducted at the universities of Cape Town (UCT), Fort Hare (UFH) and South Africa (UNISA) on why lecturers adopt – or do not adopt – OER, these tools enable greater analytical insights at the institutional and cross-institutional level, and hold the potential for generic global application. The framework – the OER Adoption Pyramid – helps distinguish and compare the factors shaping lecturers’ OER adoption which are both immediate (over which they have personal control) and remote (over which they have less or no control). The heuristic – the OER Readiness Tables – derives from the Pyramid and provides a visual representation of the institutions’ obstacles and opportunities for OER engagement. The lens – of “institutional culture” – nuances these comparisons so that the analysis remains attentive to granular, idiosyncratic variables shaping OER decisions. We believe this research will have value for scholars interested in researching OER adoption, and institutions interested in promoting it.</p<
abstractGer	<p<This paper examines three new tools – a framework, an heuristic and a lens – for analysing lecturers’ adoption of OER in higher educational settings. Emerging from research conducted at the universities of Cape Town (UCT), Fort Hare (UFH) and South Africa (UNISA) on why lecturers adopt – or do not adopt – OER, these tools enable greater analytical insights at the institutional and cross-institutional level, and hold the potential for generic global application. The framework – the OER Adoption Pyramid – helps distinguish and compare the factors shaping lecturers’ OER adoption which are both immediate (over which they have personal control) and remote (over which they have less or no control). The heuristic – the OER Readiness Tables – derives from the Pyramid and provides a visual representation of the institutions’ obstacles and opportunities for OER engagement. The lens – of “institutional culture” – nuances these comparisons so that the analysis remains attentive to granular, idiosyncratic variables shaping OER decisions. We believe this research will have value for scholars interested in researching OER adoption, and institutions interested in promoting it.</p<
abstract_unstemmed	<p<This paper examines three new tools – a framework, an heuristic and a lens – for analysing lecturers’ adoption of OER in higher educational settings. Emerging from research conducted at the universities of Cape Town (UCT), Fort Hare (UFH) and South Africa (UNISA) on why lecturers adopt – or do not adopt – OER, these tools enable greater analytical insights at the institutional and cross-institutional level, and hold the potential for generic global application. The framework – the OER Adoption Pyramid – helps distinguish and compare the factors shaping lecturers’ OER adoption which are both immediate (over which they have personal control) and remote (over which they have less or no control). The heuristic – the OER Readiness Tables – derives from the Pyramid and provides a visual representation of the institutions’ obstacles and opportunities for OER engagement. The lens – of “institutional culture” – nuances these comparisons so that the analysis remains attentive to granular, idiosyncratic variables shaping OER decisions. We believe this research will have value for scholars interested in researching OER adoption, and institutions interested in promoting it.</p<
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title_short	An OER framework, heuristic and lens: Tools for understanding lecturers’ adoption of OER
url	https://doi.org/10.5944/openpraxis.9.2.571 https://doaj.org/article/dea9d4e35f86437392947cf50dc3a88c https://openpraxis.org/articles/397 https://doaj.org/toc/1369-9997 https://doaj.org/toc/2304-070X
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An OER framework, heuristic and lens: Tools for understanding lecturers’ adoption of OER

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