Knowledge typologies for professional learning: Educators’ (re)generation of knowledge when learning open educational practice

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Show simple item record Hood, Nina en Littlejohn, A en 2017-12-20T23:58:28Z en 2017-12 en
dc.identifier.citation Educational Technology Research and Development 1583-1604 Dec 2017 en
dc.identifier.issn 1042-1629 en
dc.identifier.uri en
dc.description.abstract Open education resources (OER) and accompanying open education practices (OEP), are changing the education landscape. For educators to take full advantage of the opportunities OER offer they must engage in learning activities to facilitate the extension and adaption of their practice. This paper forms part of a larger study exploring how adult educators learn from and through their engagement with OER in the contexts of their work. Following a quantitative investigation of the learning behaviours of 521 educators around OER use, follow up interviews were conducted with 30 participants. The interviews explore in greater detail the ways knowledge is being (re)generated and used by the educators as they learn new practices with and through OER. Six broad knowledge types were identified as supporting the expansion of practice. The data suggest educators not only require multiple types of knowledge, but also must be able to move fluidly among these different types of knowledge. en
dc.publisher Springer Verlag en
dc.relation.ispartofseries Educational Technology Research and Development en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from en
dc.rights.uri en
dc.title Knowledge typologies for professional learning: Educators’ (re)generation of knowledge when learning open educational practice en
dc.type Journal Article en
dc.identifier.doi 10.1007/s11423-017-9536-z en
pubs.begin-page 1583 en
dc.description.version AM - Accepted Manuscript en
dc.rights.holder Copyright: Springer Verlag en
pubs.end-page 1604 en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 646031 en Faculty of Educ Social Work en Curriculum and Pedagogy en
dc.identifier.eissn 1556-6501 en
pubs.record-created-at-source-date 2017-08-09 en 2017-08-08 en

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