Chapter Ten: OER in and as MOOCs
In this article, Czerniewicz et al (2017) seek to elucidate how "MOOC-making with Open Educational Resources (OER) influence[s] educators’ Open Educational Practices (OEP)" (p. 349). To this end, they study the rollout of four MOOCs at the University of Cape Town, conducting semi-structured interviews and analyzing data stored in MOOC discussion forums. To get a longitudinal perspective, "Six MOOC lead educators were interviewed at three intervals: before their MOOCs ran, immediately after their MOOC’s first run, and six to 10 months later" (p. 349). The authors find that MOOC-making facilitated OEP, writing, "Despite the challenges that educators faced, they largely achieved their purposes of making MOOCs and manifested legal, pedagogical and financial dimensions of OEP" (p. 349). Furthermore, they find that "MOOC-making with OER appeared to be conducive to OER adoption in general" (p. 349), although more time would be needed to determine whether the educators would become advocates for OER and function autonomously in creating, sharing, and using OER.
Laura Czerniewicz, Andrew Deacon, Sukaina Walji, Michael Glover