Learning experiences (open educational practices and non-open educational practices) coding schema
| Themes: learning experiences | Definition, source |
|---|---|
| OEP | |
| Collaborative relations of power (CRP) | Co-design and shared power over learning processes (Cummins) |
| Modelling CRP | Teaching staff or students showing others (Cummins) |
| Practicing CRP | Actively cooperating and sharing power (Cummins) |
| Learning process focus | Centring learning rather than content transfer (Nakata, OEP literature) |
| Cultural representation | Cultural knowledge is embedded in the learning design, not only included ad hoc (Nakata, OEP literature) |
| Open readings | Freely accessible, either through library subscriptions shared with students or via open access (OEP literature) |
| Flexibility of choice | Options for engagement in learning; a/synchronous, hyflex, hybrid and blended, for example (OEP literature) |
| Non-OEP | |
| Exclusionary dynamics | Knowledge and power withheld from students in learning processes (from the data, Nakata) |
| Neglects background | Assumes socio-culturally homogenous learner cohorts (Nakata, Cummins) |
| Coercive power | Expects learners to assimilate to instructional agenda/culture (Cummins) |
| Themes: learning experiences | Definition, source |
|---|---|
| Collaborative relations of power (CRP) | Co-design and shared power over learning processes (Cummins) |
| Modelling CRP | Teaching staff or students showing others (Cummins) |
| Practicing CRP | Actively cooperating and sharing power (Cummins) |
| Learning process focus | Centring learning rather than content transfer (Nakata, OEP literature) |
| Cultural representation | Cultural knowledge is embedded in the learning design, not only included ad hoc (Nakata, OEP literature) |
| Open readings | Freely accessible, either through library subscriptions shared with students or via open access (OEP literature) |
| Flexibility of choice | Options for engagement in learning; a/synchronous, hyflex, hybrid and blended, for example (OEP literature) |
| Exclusionary dynamics | Knowledge and power withheld from students in learning processes (from the data, Nakata) |
| Neglects background | Assumes socio-culturally homogenous learner cohorts (Nakata, Cummins) |
| Coercive power | Expects learners to assimilate to instructional agenda/culture (Cummins) |
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