University of Cape Town
Harrison et al. - Learning Design Voices [Preprint].pdf (340.66 kB)

Rethinking and recasting the textbook: Reframing learning design with open educational practices

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posted on 2022-10-19, 08:42 authored by Michelle Harrison, Irwin DeVries, Michael Paskevicius, Tannis Morgan

 Many notable developments have taken place in the evolution of open educational practices (OEP). Among these, we focus on two in particular. First is the proliferation of the use of open textbooks, which have become a major component within OEP. Second, there are ongoing efforts at rethinking learning design in the context of open education. The purpose of this chapter is to discuss how we challenged ourselves to rethink learning designs that can result from a rethinking of open textbooks as educational artefact. We position this in the context of centering equity and social justice in learning design through both challenging single narratives and taking advantage of the affordances of an open textbook. As part of this discussion and challenge, we outline a design-based research project where we are developing a prototype for a community-generated, non-hierarchical teaching and learning resource (“untextbook”) model that is open to ongoing extension and reframing. As we engage in the development of an organic, fluid resource, we invite learners to participate in ongoing cycles of extending and reframing the existing content to open new learning pathways prompted by considerations of relevant issues, lenses, roles and settings in a WordPress-based authoring tool. These cycles include a research project that is in the process of obtaining feedback and reflections from graduate students involved in courses where the prototype is being implemented. 


UCT Teaching Grant & Hewlett Mentoring Writers Fund



University of Cape Town