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The influence of open textbooks and learning analytics on agency and empowerment
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, Gothenburg University, Sweden

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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Abstract

The use of OER in faculties is a well-known trend and some organizations claim that open textbooks in particular, represent a great promise for mainstream adoption of OER between teachers and students in universities. It is argued to give the learners agency since they can design their own learning path, make use of multimodality and sometimes also comment on or change the content. Teachers can use and remix open textbooks in order to assemble knowledge and use them in ways that best meet their instructional needs.

The aim of this paper is to analyze how authors of open textbooks view agency and empowerment when they plan, create, and reflect on their open textbooks, their teaching and their students’ learning. Another aim is to analyze if the authors scored high on self-regulated learning. Further, it will be evaluated how these higher education teachers experience learning analytics and if they perceive any ethical problems. The study is based on semi-structured interviews of teachers in faculties in British Columbia. Preliminary results show that they valued the pedagogical project higher than the issue of access. Their view on the creation process, agency, empowerment and learning analytics is discussed in the light of their own learning process when creating and using open textbooks.

Citation

Algers, A. (2018). The influence of open textbooks and learning analytics on agency and empowerment. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 504-510). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 5, 2024 from .

© 2018 Association for the Advancement of Computing in Education (AACE)

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