In this paper, Cronin and Maclaren (2018) review theoretical and empirical literature on open educational practices (OEP) to document the evolution of the concept. The authors highlight that in early research (e.g., as led by the Open eLearning Content Observatory Services and the Open Education Quality initiative), OEP was seen as directly connected to OER, as the earliest research "proposed definitions of OEP that included the use and creation of OER as well as collaborative pedagogical practices" (pp. 136-137). Subsequently, UKOER research broadened the concept of OEP, "allowing for a decoupling of OER and OEP" (p. 137). Most recently, CILT research "established the need for contextualised studies of OEP" (p. 137), notably including perspectives in the Global South. To conclude, the authors note, "Overall, we found that expansive conceptualisations of OEP encompass a broad view of scholarship including both research and teaching; acknowledge the potential decoupling of OER and OEP; recognise the integral role of context in the use of OEP; and acknowledge the need for diverse and inequality-focused perspective" (p. 137).
Catherine Cronin, Iain Maclaren
Primary educational sector