Do OER prompt critical reflection by educators who use them, resulting in improved practice? Part 3 of my blog series on reflection moves from abstract theorisation to concrete evidence around OER Research Hub (OERRH) hypothesis E, which raises this very question.
JISC (2013) suggest that the use of OER ‘encourages open educational practice, allowing teachers to share, reflect upon and get feedback on their work’. OERRH Hypothesis E focuses on the reflection component of this assertion. The first step in collecting evidence related to this hypothesis has been to find a definition for ‘critical reflection’. This has been something of a challenge, largely due to the myriad of definitions available and the nebulous nature of the reflection process itself, which exists only in the abstract until made concrete through external representation of the process and the consequences of that process (e.g. through reflection diaries and discussion with peers).
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