How Educators Build Knowledge and Expand Their Practice: The Case of Open Education Resources

Autor/inn/en	Littlejohn, Allison; Hood, Nina
Titel	How Educators Build Knowledge and Expand Their Practice: The Case of Open Education Resources
Quelle	In: British Journal of Educational Technology, 48 (2017) 2, S.499-510 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12438
Schlagwörter	Open Education; Educational Resources; Validity; Teaching Methods; Educational Opportunities; Learning Processes; Expertise; Workplace Learning; Adult Educators; Reliability; Faculty Development; Measures (Individuals) + Suchen Sie Ihr Suchwort? Offene Erziehung; Offener Unterricht; Bildungsmittel; Gültigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsangebot; Bildungschance; Learning process; Lernprozess; Expert appraisal; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Reliabilität; Messdaten
Abstract	The movement toward open education is requiring educators to expand and update their practice in order to keep up with the new demands being placed on them. This study explored how educators can engage in meaningful learning opportunities, which will facilitate the creation of expertise and knowledge, through the use of open education resources (OER). The article describes the design of the instrument employed to measure workplace learning through OER activity of adult educators (n = 522) and to report its internal reliability and convergent validity. Results indicate engagement with OER promote three levels of learning, each connected to the different types of knowledge educators require to integrate OER into their teaching practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01