Instructional Designers and Open Education Practices: Negotiating the Gap Between Intentional and Operational Agency

Tannis Morgan

Abstract


In their role as support to faculty in the course development process, Instructional Designers (IDs) can play an important part in alleviating some of the well-known barriers of open education practices (OEP): faculty time, institutional or faculty resistance to change, and institutional support for faculty (Annand & Jensen, 2017; Barker et al., 2018; Jhangiani et al., 2016). This study examines how IDs negotiate OEP in the course development process or in the process of working with faculty. The findings suggest that IDs are negotiating institutional constraints while attempting to be OEP advocates in their work. To use Campbell, Schwier and Kenny’s (2009) framing of intentional and operational agency, the IDs in this study described a high level of intentional agency, but their operational agency could be enhanced with greater clarity of expectations with respect to their role, resources and capacity to engage with OEP, clarity of directives and support from senior leadership, as well as a broader awareness of the moral and practical affordances of OEP within their institutions.


Keywords


Open education practices; instructional designers; open education resources; higher education; agency

Full Text:

HTML PDF XML

References


Akkerman, S.F., & Bakker, A. (2011). Boundary Crossing and Boundary Objects. Review of Educational Research, 81(2), 132–169. https://doi.org/10.3102/0034654311404435

Andrade, A., Ehlers, U.-D., Caine, A., Carneiro, R., Conole, G., Kairamo, A.-K., … Holmberg, C. (2011). Beyond OER – Shifting Focus to Open Educational Practices: OPAL Report 2011. Retrieved from https://pub.h-brs.de/frontdoor/index/index/docId/4148

Annand, D., & Jensen, T. (2017). Incentivizing the Production and Use of Open Educational Resources in Higher Education Institutions. The International Review of Research in Open and Distributed Learning, 18(4). https://doi.org/10.19173/irrodl.v18i4.3009

Armellini, A., & Nie, M. (2013). Open educational practices for curriculum enhancement. Open Learning: The Journal of Open, Distance and e-Learning, 28(1), 7–20. https://doi.org/10.1080/02680513.2013.796286

Barker, J., Jeffery, K., Jhangiani, R.S., & Veletsianos, G. (2018). Eight Patterns of Open Textbook Adoption in British Columbia. The International Review of Research in Open and Distributed Learning, 19(3). https://doi.org/10.19173/irrodl.v19i3.3723

Campbell, K., Schwier, R.A., & Kenny, R.F. (2009). The critical, relational practice of instructional design in higher education: an emerging model of change agency. Educational Technology Research and Development, 57(5), 645–663. https://doi.org/10.1007/s11423-007-9061-6

Conole, G.C., & Ehlers, U.D. (2010). Open Educational Practices: Unleashing the power of OER. Paper presented to UNESCO Workshop on OER in Namibia 2010. Windhoek

Cronin, C. (2017). Openness and Praxis: Exploring the Use of Open Educational Practices in Higher Education. The International Review of Research in Open and Distributed Learning, 18(5). https://doi.org/10.19173/irrodl.v18i5.3096

Cronin, C., & MacLaren, I. (2018). Conceptualising OEP: A review of theoretical and empirical literature in Open Educational Practices. Open Praxis, 10(2), 127. https://doi.org/10.5944/openpraxis.10.2.825

Dicks, D., & Ives, C. (2008). Instructional designers at work: A study of how designers design. Canadian Journal of Learning and Technology / La Revue Canadienne de l’apprentissage et de La Technologie, 34(2). https://doi.org/10.21432/T28W26

Garrison, D.R., & Vaughan, N.D. (2013). Institutional change and leadership associated with blended learning innovation: Two case studies. The Internet and Higher Education, 18, 24–28. https://doi.org/10.1016/j.iheduc.2012.09.001

Jhangiani, R.S., Pitt, R., Hendricks, C., Key, J., & Lalonde, C. (2016). Exploring faculty use of open educational resources at British Columbia post-secondary institutions. Victoria, BC: BCcampus.

Jung, I., & Hong, S. (2016). Faculty Members’ Instructional Priorities for Adopting OER. The International Review of Research in Open and Distributed Learning, 17(6). https://doi.org/10.19173/irrodl.v17i6.2803

Kaatrakoski, H., Littlejohn, A., & Hood, N. (2017). Learning challenges in higher education: an analysis of contradictions within Open Educational Practice. Higher Education; Dordrecht, 74(4), 599–615. http://dx.doi.org.ezproxy.library.ubc.ca/10.1007/s10734-016-0067-z

Kezar, A. (2012). Bottom-Up/Top-Down Leadership: Contradiction or Hidden Phenomenon. The Journal of Higher Education, 83(5), 725–760. https://doi.org/10.1353/jhe.2012.0030

Kezar, A., & Eckel, P.D. (2002). The Effect of Institutional Culture on Change Strategies in Higher Education. The Journal of Higher Education, 73(4), 435–460. https://doi.org/10.1080/00221546.2002.11777159

Kumar, S., & Ritzhaupt, A. (2017). What do instructional designers in higher education really do? International Journal on E-Learning, 16(4), 371–393. Retrieved from https://www.learntechlib.org/primary/p/150980/

Lim, C.P., & Wang, L. (2017). Blended learning for quality higher education: selected case studies on implementation from Asia-Pacific.

McGriff, S.J. (2001). Leadership in Higher Education: Instructional Designers in Faculty Development Programs. Retrieved from https://eric.ed.gov/?id=ED470160

Maxwell, J.A. (2012). Qualitative research design: An interactive approach (Vol. 41). Sage publications.

Miles, M.B., Huberman, A.M., & Saldaña, J. (2014). Qualitative data analysis: a methods sourcebook (Third edition). Thousand Oaks, Califorinia: SAGE Publications, Inc.

Okamoto, K. (2013). Making Higher Education More Affordable, One Course Reading at a Time: Academic Libraries as Key Advocates for Open Access Textbooks and Educational Resources, Public Services Quarterly, 9(4), 267-283. https://doi.org/10.1080/15228959.2013.842397

Paskevicius, M. (2017). Conceptualizing Open Educational Practices through the Lens of Constructive Alignment. Open Praxis, 9(2), 125–140. https://doi.org/10.5944/openpraxis.9.2.519

Ren, X. (2019). The undefined figure: Instructional designers in the open educational resource (OER) movement in higher education. Education and Information Technologies. https://doi.org/10.1007/s10639-019-09940-0

Richardson, J.C., Ashby, I., Alshammari, A.N., Cheng, Z., Johnson, B.S., Krause, T.S., … Wang, H. (2018). Faculty and instructional designers on building successful collaborative relationships. Educational Technology Research and Development. https://doi.org/10.1007/s11423-018-9636-4

Saldaña, J. (2009). The coding manual for qualitative researchers. Los Angeles, Calif: Sage.

Schwier, R.A., & Wilson, J.R. (2010). Unconventional Roles and Activities Identified by Instructional Designers, 14.

Taylor, J.A., & Newton, D. (2013). Beyond blended learning: A case study of institutional change at an Australian regional university. The Internet and Higher Education, 18, 54–60. https://doi.org/10.1016/j.iheduc.2012.10.003




DOI: http://dx.doi.org/10.5944/openpraxis.11.4.1011

Refbacks

  • There are currently no refbacks.