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@INPROCEEDINGS{Hiebl:1026710,
      author       = {Hiebl, Johannes and Heck, Tamara and Kullmann, Sylvia and
                      Rittberger, Marc},
      title        = {{R}eflecting {O}pen {P}ractices on {D}igital
                      {I}nfrastructures},
      reportid     = {FZJ-2024-03524},
      year         = {2022},
      abstract     = {In academia, science is always interwoven with education.
                      Thus, open education has to be an important component of
                      open science. While earlier concepts of open practices
                      emphasized the use and creation of open educational
                      resources (OER), current models of open educational
                      practices (OEP) aim to frame concepts of openness in
                      learning and teaching. Researchers have been investigating
                      the meaning of openness and its diverse interpretations with
                      respect to aspects of open pedagogy (Wiley $\&$ Hilton III,
                      2018), empowerment, inclusion, and social justice (Koseoglu
                      et al., 2020). In Germany a newer media didactical discourse
                      proposes to enrich the debate of OER infrastructure with
                      concepts of OEP (Bellinger $\&$ Mayrberger, 2019). Open
                      infrastructures, services and tools are not only part of
                      open science initiatives but as digital objects they
                      influence the knowledge and practices of their users. Thus,
                      they shape the way we are able to practice openness. Our
                      research therefore draws upon current functionalities of
                      higher education services that provide open learning and
                      teaching resources. We asked: How might open educational
                      practices be shaped by current functions in digital services
                      for learning and teaching resources? To answer this
                      question, we investigated 38 German, Austrian and Swiss
                      higher education services providing open learning and
                      teaching material (e.g., OER repositories, learning
                      management systems, video platforms, publication servers).
                      We examined the functions of those services with regard to
                      conceptual ideas discussed on OER and OEP (Santos-Hermosa et
                      al., 2017; Zervas et al., 2014). We identified diverse core
                      functions of current services that we will discuss regarding
                      the needs of users who want to adapt OEP. Infrastructures do
                      not only allow the reuse and sharing of OER, but also convey
                      the model of open educational resources in their media
                      performance. It is striking that current services
                      concentrate on the searching and finding of open educational
                      resources, but lack the idea of open collaboration and
                      communication between teachers and learners. Our poster
                      contributes to how infrastructures can better support OEP
                      and lead to a better use and acceptance of OER among
                      scientific communities. It provides useful insights for the
                      open science community into how to develop infrastructures
                      that foster open educational practices. References
                      Bellinger, F., $\&$ Mayrberger, K. (2019). Systematic
                      Literature Review zu Open Educational Practices (OEP) in der
                      Hochschule im europäischen Forschungskontext.
                      MedienPädagogik: Zeitschrift für Theorie und Praxis der
                      Medienbildung(34), 19–46.
                      https://doi.org/10.21240/mpaed/34/2019.02.18.X Koseoglu, S.,
                      Bozkurt, A., $\&$ Havemann, L. (2020). Critical Questions
                      for Open Educational Practices. Distance Education, 41(2),
                      153–155. https://doi.org/10.1080/01587919.2020.1775341
                      Santos-Hermosa, G., Ferran-Ferrer, N., $\&$ Abadal, E.
                      (2017). Repositories of Open Educational Resources: An
                      Assessment of Reuse and Educational Aspects. The
                      International Review of Research in Open and Distributed
                      Learning, 18(5). https://doi.or /10.19173/irrodl.v18i5.3063
                      Wiley, D., $\&$ Hilton III, J. L. (2018). Defining
                      OER-Enabled Pedagogy. The International Review of Research
                      in Open and Distributed Learning, 19(4).
                      https://doi.org/10.19173/irrodl.v19i4.3601 Zervas, P
                      [Panagiotis], Alifragkis, C., $\&$ Sampson, D. G. (2014). A
                      quantitative analysis of learning object repositories as
                      knowledge management systems. Knowledge Management $\&$
                      E-Learning, 6(2), 156–170.},
      typ          = {PUB:(DE-HGF)24},
      doi          = {10.5281/ZENODO.6365759},
      url          = {https://juser.fz-juelich.de/record/1026710},
}