TY  - JOUR
A1  - Brandenburger, Bonny
T1  - A multidimensional and analytical perspective on Open Educational Practices in the 21st century
T2  - Frontiers in education
N2  - Participatory approaches to teaching and learning are experiencing a new lease on life in the 21st century as a result of the rapid technology development. Knowledge, practices, and tools can be shared across spatial and temporal boundaries in higher education by means of Open Educational Resources, Massive Open Online Courses, and open-source technologies. In this context, the Open Education Movement calls for new didactic approaches that encourage greater learner participation in formal higher education. Based on a representative literature review and focus group research, in this study an analytical framework was developed that enables researchers and practitioners to assess the form of participation in formal, collaborative teaching and learning practices. The analytical framework is focused on the micro-level of higher education, in particular on the interaction between students and lecturers when organizing the curriculum. For this purpose, the research reflects anew on the concept of participation, taking into account existing stage models for participation in the educational context. These are then brought together with the dimensions of teaching and learning processes, such as methods, objectives and content, etc. This paper aims to make a valuable contribution to the opening up of learning and teaching, and expands the discourse around possibilities for interpreting Open Educational Practices.
KW  - open education
KW  - Open Educational Practices
KW  - participation
KW  - focus group research
KW  - analytical framework for Participatory Educational Practices
KW  - teaching and learning process
Y1  - 2022
UR  - https://publishup.uni-potsdam.de/frontdoor/index/index/docId/58776
SN  - 2504-284X
VL  - 7
PB  - Frontiers Media
CY  - Lausanne
ER  -