Open to interpretation? Productive frameworks for understanding audience engagement with Open Educational Resources
<span style="font-family: " lang="EN-US"><p class="MsoNormal" style="text-justify: inter-ideograph; text-align: justify; margin: 0cm 0cm 0pt;"><span style="font-size: small;"><span style="font-family: Times New Roman;"&...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | Portuguese |
| Published: |
Universidade Estácio de Sá
2012-09-01
|
| Series: | Revista Educação e Cultura Contemporânea |
| Online Access: | http://periodicos.estacio.br/index.php/reeduc/article/view/433 |
| _version_ | 1811213816615141376 |
|---|---|
| author | Panagiota Alevizou |
| author_facet | Panagiota Alevizou |
| author_sort | Panagiota Alevizou |
| collection | DOAJ |
| description | <span style="font-family: " lang="EN-US"><p class="MsoNormal" style="text-justify: inter-ideograph; text-align: justify; margin: 0cm 0cm 0pt;"><span style="font-size: small;"><span style="font-family: Times New Roman;"><span style="color: #0c0c0c; mso-fareast-font-family: 'MS Mincho';">At the core of evolutionary trajectories in the digital networked media and Open Educational Resources (OER) landscape, the notions of 'educational and learners' communities' and open 'participatory pedagogy' become more complex. Combining notions of mediation from activity theory and communications studies to analyze a large body of literature and qualitative data offering insights on stakeholders motivations, perceptions, practices or uses, the paper considers the significance of OER as participatory learning media in a global context. It then draws on perceptions and uses of OER and open media by faculty, proposing a framework with dimensions of cultural and socio-technical mediation by this particular segment, with focus on two types of users: the teacher as active interpreter and salient user, and the teacher as digital publisher. The paper argues that the socio-technical and pedagogical affordances of OER hinder many tensions pertaining to: a) the definition of openness; b) quality; and c) moral authority regarding both context and adaptability. </span></span></span></p><p class="MsoNormal" style="text-justify: inter-ideograph; text-align: justify; margin: 0cm 0cm 0pt;"><span style="font-size: small;"><span style="font-family: Times New Roman;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN-US">Key words: </span></strong><span style="mso-fareast-font-family: 'Malgun Gothic'; mso-fareast-language: KO;" lang="EN-US">Mediated learning. Open media. OER mediation. Quality. Use of OER. Audience. Prod-use.</span></span></span></p><p class="MsoNormal" style="text-align: center; margin: 0cm 0cm 0pt;" align="center"><strong style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt; mso-ansi-language: PT-BR;"><span style="font-family: Times New Roman;"> </span></span></strong></p><p class="MsoNormal" style="text-align: center; margin: 0cm 0cm 0pt;" align="center"><span style="mso-ansi-language: PT-BR;"><span style="font-size: small;"><span style="font-family: Times New Roman;">Aberto a interpretação? Estruturas produtivas para se entender o engajamento com Recursos Educacionais Abertos</span></span></span></p><p class="MsoNormal" style="text-align: center; margin: 0cm 0cm 0pt;" align="center"><strong style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt; mso-ansi-language: PT-BR;"><span style="font-family: Times New Roman;"> </span></span></strong></p><p class="MsoNormal" style="text-justify: inter-ideograph; text-align: justify; margin: 0cm 0cm 0pt;"><strong style="mso-bidi-font-weight: normal;"><span style="mso-ansi-language: PT-BR;"><span style="font-size: small;"><span style="font-family: Times New Roman;">Resumo</span></span></span></strong></p><p class="MsoNormal" style="text-justify: inter-ideograph; text-align: justify; margin: 0cm 0cm 0pt;"><span style="mso-ansi-language: PT-BR;"><span style="font-size: small;"><span style="font-family: Times New Roman;">No centro das trajetórias evolutivas na rede e do cenário de Recursos Educacionais Abertos (REA), as noções de “comunidades educacionais” e “pedagogia participativa aberta” se tornam mais complexas. Combinando as noções de mediação da Teoria da Atividade e estudos da Comunicação para analisar um vasto corpo de literatura e de dados qualitativos que oferecem insights sobre motivações, percepções, práticas ou usos, este artigo examina a importância dos REA como mídias participativas em um contexto global. Baseando-se em dados que sugerem percepções e usos de REA e mídias abertas por professores, propõe um quadro com dimensões de mediação cultural e mediação sociotécnica conduzidas por este segmento, com foco em dois tipos de usuários: o professor como intérprete ativo e usuário central, e o professor como editor digital. O artigo sugere que as affordances sociotécnica e pedagógicas dos REA facilitam tensões relativas a: a) a definição de abertura; b) qualidade; e c) autoridade moral relativa a contexto e adaptabilidade.</span></span></span></p><p class="Body" style="margin: 0cm 0cm 0pt;"><span style="font-family: Times New Roman;"><strong style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; mso-ansi-language: PT-BR;">Palavras-chave:</span></strong><span style="font-size: 12pt; mso-ansi-language: PT-BR;"> Aprendizagem mediada. Mídias aberta. Mediação REA. Qualidade. Uso dos REA. Audiência. Prod-usuário</span></span></p></span> |
| first_indexed | 2024-04-12T05:52:35Z |
| format | Article |
| id | doaj.art-33fc0fccad7242c0b39e38378d3eafd1 |
| institution | Directory Open Access Journal |
| issn | 1807-2194 2238-1279 |
| language | Portuguese |
| last_indexed | 2024-04-12T05:52:35Z |
| publishDate | 2012-09-01 |
| publisher | Universidade Estácio de Sá |
| record_format | Article |
| series | Revista Educação e Cultura Contemporânea |
| spelling | doaj.art-33fc0fccad7242c0b39e38378d3eafd12022-12-22T03:45:15ZporUniversidade Estácio de SáRevista Educação e Cultura Contemporânea1807-21942238-12792012-09-0191810.5935/reeduc.v9i18.433142Open to interpretation? Productive frameworks for understanding audience engagement with Open Educational ResourcesPanagiota Alevizou0The Open University of the United Kingdom<span style="font-family: " lang="EN-US"><p class="MsoNormal" style="text-justify: inter-ideograph; text-align: justify; margin: 0cm 0cm 0pt;"><span style="font-size: small;"><span style="font-family: Times New Roman;"><span style="color: #0c0c0c; mso-fareast-font-family: 'MS Mincho';">At the core of evolutionary trajectories in the digital networked media and Open Educational Resources (OER) landscape, the notions of 'educational and learners' communities' and open 'participatory pedagogy' become more complex. Combining notions of mediation from activity theory and communications studies to analyze a large body of literature and qualitative data offering insights on stakeholders motivations, perceptions, practices or uses, the paper considers the significance of OER as participatory learning media in a global context. It then draws on perceptions and uses of OER and open media by faculty, proposing a framework with dimensions of cultural and socio-technical mediation by this particular segment, with focus on two types of users: the teacher as active interpreter and salient user, and the teacher as digital publisher. The paper argues that the socio-technical and pedagogical affordances of OER hinder many tensions pertaining to: a) the definition of openness; b) quality; and c) moral authority regarding both context and adaptability. </span></span></span></p><p class="MsoNormal" style="text-justify: inter-ideograph; text-align: justify; margin: 0cm 0cm 0pt;"><span style="font-size: small;"><span style="font-family: Times New Roman;"><strong style="mso-bidi-font-weight: normal;"><span lang="EN-US">Key words: </span></strong><span style="mso-fareast-font-family: 'Malgun Gothic'; mso-fareast-language: KO;" lang="EN-US">Mediated learning. Open media. OER mediation. Quality. Use of OER. Audience. Prod-use.</span></span></span></p><p class="MsoNormal" style="text-align: center; margin: 0cm 0cm 0pt;" align="center"><strong style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt; mso-ansi-language: PT-BR;"><span style="font-family: Times New Roman;"> </span></span></strong></p><p class="MsoNormal" style="text-align: center; margin: 0cm 0cm 0pt;" align="center"><span style="mso-ansi-language: PT-BR;"><span style="font-size: small;"><span style="font-family: Times New Roman;">Aberto a interpretação? Estruturas produtivas para se entender o engajamento com Recursos Educacionais Abertos</span></span></span></p><p class="MsoNormal" style="text-align: center; margin: 0cm 0cm 0pt;" align="center"><strong style="mso-bidi-font-weight: normal;"><span style="font-size: 14pt; mso-ansi-language: PT-BR;"><span style="font-family: Times New Roman;"> </span></span></strong></p><p class="MsoNormal" style="text-justify: inter-ideograph; text-align: justify; margin: 0cm 0cm 0pt;"><strong style="mso-bidi-font-weight: normal;"><span style="mso-ansi-language: PT-BR;"><span style="font-size: small;"><span style="font-family: Times New Roman;">Resumo</span></span></span></strong></p><p class="MsoNormal" style="text-justify: inter-ideograph; text-align: justify; margin: 0cm 0cm 0pt;"><span style="mso-ansi-language: PT-BR;"><span style="font-size: small;"><span style="font-family: Times New Roman;">No centro das trajetórias evolutivas na rede e do cenário de Recursos Educacionais Abertos (REA), as noções de “comunidades educacionais” e “pedagogia participativa aberta” se tornam mais complexas. Combinando as noções de mediação da Teoria da Atividade e estudos da Comunicação para analisar um vasto corpo de literatura e de dados qualitativos que oferecem insights sobre motivações, percepções, práticas ou usos, este artigo examina a importância dos REA como mídias participativas em um contexto global. Baseando-se em dados que sugerem percepções e usos de REA e mídias abertas por professores, propõe um quadro com dimensões de mediação cultural e mediação sociotécnica conduzidas por este segmento, com foco em dois tipos de usuários: o professor como intérprete ativo e usuário central, e o professor como editor digital. O artigo sugere que as affordances sociotécnica e pedagógicas dos REA facilitam tensões relativas a: a) a definição de abertura; b) qualidade; e c) autoridade moral relativa a contexto e adaptabilidade.</span></span></span></p><p class="Body" style="margin: 0cm 0cm 0pt;"><span style="font-family: Times New Roman;"><strong style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; mso-ansi-language: PT-BR;">Palavras-chave:</span></strong><span style="font-size: 12pt; mso-ansi-language: PT-BR;"> Aprendizagem mediada. Mídias aberta. Mediação REA. Qualidade. Uso dos REA. Audiência. Prod-usuário</span></span></p></span>http://periodicos.estacio.br/index.php/reeduc/article/view/433 |
| spellingShingle | Panagiota Alevizou Open to interpretation? Productive frameworks for understanding audience engagement with Open Educational Resources Revista Educação e Cultura Contemporânea |
| title | Open to interpretation? Productive frameworks for understanding audience engagement with Open Educational Resources |
| title_full | Open to interpretation? Productive frameworks for understanding audience engagement with Open Educational Resources |
| title_fullStr | Open to interpretation? Productive frameworks for understanding audience engagement with Open Educational Resources |
| title_full_unstemmed | Open to interpretation? Productive frameworks for understanding audience engagement with Open Educational Resources |
| title_short | Open to interpretation? Productive frameworks for understanding audience engagement with Open Educational Resources |
| title_sort | open to interpretation productive frameworks for understanding audience engagement with open educational resources |
| url | http://periodicos.estacio.br/index.php/reeduc/article/view/433 |
| work_keys_str_mv | AT panagiotaalevizou opentointerpretationproductiveframeworksforunderstandingaudienceengagementwithopeneducationalresources |