This week we profile Chapter 10 of the ROER4D edited volume by Laura Czerniewicz, Andrew Deacon, Sukaina Walji and Michael Glover. Titled “OER in and as MOOCs”, this chapter arises investigates the experiences of educators involved in the production of four Massive Online Open Courses (MOOCs) at the University of Cape Town. The study aimed to determine how making MOOCs influences educators’ open educational practices – specifically, whether they adopted OER or demonstrated other forms of open education adoption after their involvement in MOOC creation.
The findings from the study offer insights into the relationships between educators’ motivations for making MOOCs, MOOC design tools, the open educational practices (OEP) that can be identified and the contradictions experienced in making MOOCs. Despite the challenges that educators faced, they largely achieved their objectives in terms of why they were driven to produce MOOCs and manifested legal, pedagogical and financial dimensions of OEP. Tensions involved in making MOOCs, adopting OER and enacting OEP point to how educators could be better supported to become more open in their educational practices.
The dataset arising from the study is available on the DataFirst Data Portal. Visit the sub-project web page to access more detail on the study, other outputs and a video interview with Lead Researcher Laura Czerniewicz.